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Leny Ferayanti
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Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
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ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Published by Lembaga Yasin Alsys
ISSN : 28087119     EISSN : 2808540X     DOI : -
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
This journal was published by Lembaga Yasin alSys which was published six times a year, January, March, May, July, September, and November with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic studies and education topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 541 Documents
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Qur'anic Parenting Patterns in the Era of Disruption: Actualizing Wahbah Az-Zuhaili's Interpretation of Q.S. Luqman 13–19 in Tafsir al-Munir Anugrah Nur Ihsani; Achmad Abubakar; Rahmi Damis
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10617

Abstract

The rapid advancement of digital technology in the era of disruption has reshaped family dynamics and raised concerns about parenting crises, moral deterioration, and the weakening of spiritual bonds among young Muslims. This study aims to examine the actualization of Wahbah az-Zuhaili’s thought in Tafsir al-Munir on Q.S. Luqman verses 13–19 as a Qur’anic parenting framework responsive to the challenges of modern digital life. Employing a qualitative library research approach, the study applies thematic tafsir and content analysis to interpret the educational values embedded in these verses. The findings indicate that az-Zuhaili conceptualizes Q.S. Luqman verses 13–19 as an integrated Islamic educational framework comprising four core parenting values: tawhid as the foundation of children’s theological identity, birrul walidain as the basis of moral relations, muraqabah as divine awareness that cultivates personal integrity, and social character as a means of balancing individual piety with collective responsibility. These values are relevant and applicable as practical guidance for Muslim parents in strengthening faith-based parenting amid the complexities of digital disruption. The study concludes that Qur’anic parenting derived from az-Zuhaili’s interpretation offers a normative and practical framework for reinforcing Islamic family education, preserving children’s spiritual identity, and guiding parental roles in the contemporary digital era.
Paradigm of Integration and Islamization of Science: Implementation in Islamic Higher Education Mhd Miftachuddin Rasyid Nasution; Rustam Ibrahim
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10612

Abstract

Although the Islamic worldview, knowledge integration, and the Islamization of knowledge have received considerable scholarly attention, research specifically examining their implementation as a comprehensive strategy for addressing contemporary intellectual challenges in Islamic higher education remains limited. This study aimed to analyze the role of Islamic higher education institutions in implementing knowledge integration and Islamization as an effort to strengthen the Islamic worldview and reconstruct the relationship between religious and scientific disciplines. A qualitative approach with a library research design was employed, drawing on scholarly sources, including books, journal articles, and academic publications relevant to the Islamic worldview, knowledge integration, the Islamization of knowledge, and Islamic higher education. Data were collected through documentation techniques and analyzed using content analysis. The findings indicate that the decline of Islamic civilization is partly associated with the dichotomous separation between religion and science, which has produced fragmented knowledge and limited interdisciplinary engagement. The study further reveals that the implementation of knowledge integration and Islamization in Islamic universities can be pursued through two main strategies: curriculum reconstruction grounded in Islamic values, the Islamic worldview, and the dewesternization of knowledge; and the implementation of a boarding system that integrates intellectual, spiritual, and moral development. These strategies support the formation of graduates who possess intellectual competence, spiritual awareness, and ethical character rooted in the principle of Tawhid. The study concludes that integrating Islamic values into academic systems and institutional culture is essential for strengthening students’ intellectual and spiritual capacities. These findings contribute to Islamic educational philosophy by extending the discourse on the integration of religious and scientific knowledge, while offering practical implications for Islamic higher education institutions in designing curricula, educational policies, and student development programs aligned with Islamic principles. Future research may further examine empirical models for implementing knowledge integration and Islamization in contemporary Islamic universities. Keywords: Islamic Worldview; Knowledge Integration; Islamization of Knowledge; Islamic Higher Education; Tawhid
Analisis Perilaku Pro Sosial Anak dalam Film Animasi Upin dan Ipin Istiqomah Respatiari; Suryadi Suryadi
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10651

Abstract

Although the animation Upin and Ipin has been widely studied as a medium for character education, research that specifically discusses the representation of children’s prosocial behavior in particular episodes remains limited. This study aims to analyze the forms and representation of children’s prosocial behavior in the animated film Upin and Ipin Season 15 episode “Gerobok Rezeki.” This study uses a qualitative approach with a descriptive-analytical content analysis design. The research subject was focused on one episode selected purposively. Data were collected through participatory observation of audio-visual content and documentation studies, and were then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that prosocial behavior in the episode is represented through three main indicators, namely helping, sharing, and cooperation. Helping behavior appears in Upin and Ipin’s interactions with family and community figures, sharing behavior is seen in peer relationships at TK Tadika Mesra, whereas cooperation is reflected in playing together and mutual assistance in facing problems in the village environment. This finding affirms that the episode “Gerobok Rezeki” not only contains moral values but also constructs prosocial behavior concretely and contextually. The conclusion of this study affirms the importance of helping, sharing, and cooperation as foundations for the formation of children’s social character. The implications of this study indicate that the animation Upin and Ipin can be utilized as an educational medium for educators and parents in instilling empathy, care, and the ability to interact positively in early childhood.
The Relevance of the Principle of Peace in Islamic Civilization Towards the Israel-Palestine Conflict Farin Vadila; Vebriana Ika Wulandari; Hasna Sabila Zerlinda
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10687

Abstract

Although peacebuilding and conflict resolution have been widely discussed in contemporary scholarship, research that systematically connects Islamic civilizational concepts of peace with the ethical challenges of the Israeli-Palestinian conflict remains limited. This study aimed to examine the concept of peace in Islamic civilization and evaluate its relevance as an ethical framework for resolving the Israeli-Palestinian conflict. A qualitative library research design was employed using historical and conceptual approaches. Data were drawn from primary sources, including the Qur’an, hadith, and the Medina Charter, as well as secondary literature on classical Islamic thinkers and contemporary peacebuilding. The findings indicate that Islamic peace is multidimensional, extending beyond the absence of war to include justice (al-‘adl), deliberation (shura), reconciliation (sulh), mediation (tahkim), tolerance (tasammuh), human brotherhood (ukhuwah insaniyah), and universal compassion (rahmatan lil ‘alamin). Historical examples, particularly the Medina Charter and the Treaty of Hudaybiyyah, demonstrate early institutional commitments to pluralism, legal protection, and diplomacy. The study argues that these principles offer normative and practical resources for peace processes by prioritizing long-term justice, civilian protection, inclusive deliberation, and humanitarian solidarity. Applied to the Israeli-Palestinian context, this framework highlights opportunities for moral mediation, human-centered reconciliation, and the involvement of Muslim-majority mediators, while also recognizing constraints such as geopolitical interests, mutual distrust, and extremist distortions of religion. The study concludes that revitalizing and operationalizing Islamic peace values can contribute an alternative ethically grounded pathway toward sustainable peace. Its implications include theoretical contributions to Islamic peace studies and practical relevance for policymakers, religious leaders, and peacebuilding actors in developing multilateral engagement, confidence-building measures, and institutional mechanisms that translate normative principles into political and legal practice.
Nilai Mitsaqan Ghalizha melalui Program Tepuk Sakinah dalam Menjawab Tantangan Perkawinan Era Digital Widia Usada; Heri Firmansyah
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10728

Abstract

Marriage in Islam is understood as mitsaqan ghalizha, namely a great and firm covenant that contains five fundamental values, including zawaj, mitsaqan ghalizhan, mu’asyarah bil ma’ruf, musyawarah, and taradhin. In the digital era, these values face serious challenges due to the spread of phubbing, cyber-infidelity, text-based miscommunication, and the tendency to compare domestic life through social media. This study aims to normatively analyze the values of mitsaqan ghalizha contained in the Tepuk Sakinah program and to examine its relevance as an instrument for strengthening family resilience in facing the challenges of marriage in the digital era. This study used a normative legal method (library research) with a conceptual approach and Islamic family jurisprudence analysis. The results show that the lyrics and structure of Tepuk Sakinah are normatively aligned with the principles of Islamic family law and represent the values of zawaj, mitsaqan ghalizhan, mu’asyarah bil ma’ruf, musyawarah, and taradhin in a simple and memorable form of education. This program can also be understood as a manifestation of Sadd Adz-Dzari’ah and Maslahah Mursalah in the context of contemporary jurisprudence because it has the potential to serve as a preventive instrument for mitigating family conflict in the digital era. The conclusion of this study affirms that Tepuk Sakinah is an educational innovation in marriage guidance that is relevant for adaptively strengthening Muslim family resilience. The implications of this study indicate that the program not only strengthens prospective brides’ and grooms’ understanding of the sacred values of marriage but can also function as a practical guide in countering the destructive impact of technology on family relations.
An Analysis of Islamic Boarding School Students’ Understanding of Zakat in Nailur Raja’ Risal Apriono
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10752

Abstract

Although kitab kuning learning has been widely studied in pesantren education, studies that specifically analyze the level of students’ understanding of zakat material in Nailur Raja’ Syarh Matan Safinatun Najah remain limited. This study aims to analyze the level of understanding of students at Minhajul Hayah Islamic Boarding School Tawangmangu regarding zakat material in the book. This study used a quantitative approach with a descriptive survey design involving 17 students through a saturated sampling technique. Data were collected through a written test measuring students’ understanding of the definition of zakat, the obligatory requirements of zakat, types of zakat, nisab, haul, and groups of zakat recipients (mustahik). The data were analyzed using descriptive statistics in the form of percentages and categorization of levels of understanding. The results showed that 70.6% of students were in the high understanding category, whereas 29.4% were in the moderate understanding category. The students’ relatively high level of understanding was supported by the method of memorizing the matan and contextual explanations of the book’s content. However, learning still faced obstacles in the form of less systematic material delivery, limited applicative exercises, and low mastery of Arabic linguistic sciences, particularly nahwu and sharaf. These findings contribute to the development of pesantren pedagogy, particularly in kitab kuning-based fiqh learning. The conclusion of this study emphasizes the importance of systematic learning strategies, applicative exercises, and strengthening Arabic language competence to improve students’ understanding of fiqh material and to serve as a reference for the development of learning in pesantren.
Strategi Optimalisasi Peran Guru Pendidikan Agama Islam dalam Menghadapi Degradasi Moral Siswa di Era Digital: Studi di SMP Negeri 1 Peterongan Sholikhatus Lailiya Ulfa; Lintang Ramadhani; Hilyah Ashoumi
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10784

Abstract

The development of digital technology has influenced students’ morals and behavior, particularly at the junior high school level. Although digital media can support the learning process, its increasingly widespread use has also raised various moral issues in the school environment. This study aims to analyze the optimization of the role of Islamic Religious Education (PAI) teachers in overcoming students’ moral degradation in the digital era at SMP Negeri 1 Peterongan. This study used a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation involving PAI teachers, students, and school stakeholders. The data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing, while data validity was strengthened through source triangulation and technique triangulation. The results showed that students’ moral degradation was marked by declining discipline, reduced respect for teachers, misuse of digital devices, and weak behavioral control. This condition was influenced by internal factors in the form of students’ habits and self-control abilities, as well as external factors in the form of exposure to social media, peer influence, and limited parental supervision. In addressing these problems, PAI teachers optimized their roles as educators, role models, motivators, and counselors through religious habituation, personal approaches, exemplary conduct, spiritual motivation, and supervision of students’ behavior. These findings contribute to the development of studies on character education based on Islamic values in the context of the digital era. The conclusion of this study emphasizes that addressing students’ moral degradation requires the continuous and integrated optimization of the role of PAI teachers through synergy among schools, families, and communities.
Integrasi Ilmu Agama dan Sains: Paradigma Transformasi Kurikulum Pesantren di Era Global M. Dihram; Said Masykur
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10851

Abstract

The transformation of the pesantren curriculum is an important need in responding to global challenges and the development of science, particularly in efforts to overcome the dichotomy between religious knowledge and science. However, studies that specifically discuss the integration of religious knowledge and science in the context of pesantren curriculum transformation remain limited. This study aims to analyze the forms of integration between religious knowledge and science in the pesantren curriculum as an educational model that is relevant to contemporary developments and the improvement of educational quality. This study uses a qualitative approach with a library research method. Data were obtained through a review of books, scholarly articles, and relevant documents discussing knowledge integration and pesantren curriculum transformation, then analyzed using content analysis techniques to identify the concepts, challenges, and prospects for developing an integrative curriculum. The results of the review show that the integration of religious knowledge and science is a relevant paradigm for overcoming the dichotomy of knowledge while also serving as the basis for transforming the pesantren curriculum to be adaptive to the dynamics of contemporary education. This transformation can be realized through curriculum integration, the application of integrative learning methods, the development of interdisciplinary modules, and the strengthening of Islamic values in the use of technology. These findings reaffirm the role of pesantren as Islamic educational institutions that are adaptive, innovative, and capable of contributing to society without losing their Islamic identity. However, the implementation of an integrative curriculum still faces challenges in the form of limited human resources, facilities and infrastructure, teaching materials, and institutional cultural resistance. The conclusion of the study affirms that the integration of religious knowledge and science serves as an important foundation for producing a generation with strong character, broad insight, and the ability to compete at both national and international levels. The implications of this study provide conceptual contributions to the development of pesantren curricula as well as practical recommendations for pesantren administrators in designing Islamic education that is integrative, adaptive, and responsive to global challenges.
Problematika Implementasi Asesmen As, For, Of Learning dalam Pengembangan Pendidikan Agama Islam: Sebuah Kajian Konseptual Muhammad Zaki Ridho Djakfar; Dwi Ratnasari; Sari Narulita; Suhaeniah Suhaeniah
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10901

Abstract

Although assessment in Islamic Religious Education (PAI) learning has an important role in measuring, guiding, and reflecting students’ development, PAI assessment practices still tend to be dominated by conventional tests, so formative and reflective assessment has not been optimally implemented. This article aims to analyze the concepts of assessment as learning, for learning, and of learning in the development of PAI learning through a conceptual study. This study used a literature review method by examining various relevant sources to identify key concepts, critically analyze the weaknesses and opportunities of assessment, and synthesize assessment theory with the contextual needs of Islamic education. The results of the study show that assessment of learning tends to emphasize cognitive achievement, thereby having limitations in assessing students’ affective, psychomotor, and reflective dimensions. Conversely, the integration of assessment for learning and assessment as learning has the potential to become an important strategy in building Islamic character through the processes of feedback, self-reflection, and active student involvement in learning. The conclusion of this study affirms that the ideal PAI assessment model needs to be developed holistically, variatively, and authentically so that it can support the formation of students who are knowledgeable, faithful, and morally upright. These findings contribute to strengthening studies on PAI assessment and provide practical implications for teachers in designing assessments that are oriented not only toward learning outcomes but also toward the process of character formation and students’ religious reflection.
Rekonstruksi Kompetensi Guru: Dialektika Kuadran Glickman dan Kesadaran Epistemologis Perspektif Imam al-Ghazali Najwa Hafana; Ahmad Barizi
ALSYS Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i4.10938

Abstract

Although teacher competence has been widely studied in technical and pedagogical dimensions, studies that integratively reconstruct teacher competence through the dialectic of Glickman’s quadrant and epistemological awareness from the perspective of Imam Al-Ghazali remain limited. This study aims to analyze the reconstruction of teacher competence by integrating Carl D. Glickman’s developmental supervision theory and Imam Al-Ghazali’s typology of epistemological awareness. This study used a qualitative approach with library research, with the main data sources consisting of Carl D. Glickman’s works on developmental supervision and Imam Al-Ghazali’s Ihya’ ‘Ulum al-Din. The results showed that Glickman’s theory produces four teacher typologies, namely drop-out, unfocused worker, analytical observer, and professional, each of which requires different supervisory interventions. Meanwhile, Imam Al-Ghazali’s typology of epistemological awareness, namely Al-ʿAlim, An-Na’im, Al-Mustarsyid, and Al-Jahil, represents teachers’ level of awareness of the knowledge they possess. The dialectic between these two perspectives produces the concept of teachers’ epistemological competence, which includes reflective and analytical capacity, professional commitment, epistemic self-awareness, and moral-spiritual orientation. The conclusion of this study affirms that the development of teacher competence cannot rely solely on technical-pedagogical aspects but also needs to be supported by epistemological and moral-spiritual awareness. This reconstruction provides a theoretical contribution to the development of a more holistic and integrative paradigm of teacher professionalism between modern intellectual traditions and Islamic epistemology.

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