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El-Rusyd
Published by Sekolah Tinggi Ilmu Tarbiyah Ahlussunnah Bukittinggi
ISSN : 24427950     EISSN : 25800256     DOI : 10.58485
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
This journal contains scientific papers which are the result of research and community service, with the scope of Education, Arabic and Islamic studies
Arjuna Subject : Umum - Umum
Articles 35 Documents
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Search results for , issue "Vol. 10 No. 2 (2025): December" : 35 Documents clear
Philosophy of Science and Social Construction: An Epistemological Study in the Indonesian Context Yanti, Herina; Ahida, Ridha
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.403

Abstract

Exploring the relationship between the philosophy of science and social construction provides a critical foundation for understanding the development of scientific knowledge in modern society, particularly within the Indonesian context. The philosophy of science, which examines the epistemological, ontological, and methodological foundations of scientific inquiry, is influenced by the post-positivist paradigm that emphasizes the role of social factors such as culture and norms in shaping knowledge. Meanwhile, Berger and Luckmann’s theory of social construction views scientific knowledge as the result of social interaction, negotiation, and institutionalization rather than an absolutely objective entity. Using qualitative methods with a content analysis approach and a synthetic examination of sources such as journals, books, and local case studies, this research reveals that scientific knowledge in Indonesia is shaped by local values such as mutual cooperation, post-reform political agendas, and cultural narratives, which often give rise to epistemic bias and the marginalization of traditional knowledge. The key findings highlight practical implications in the fields of education, health, and the environment, suggesting that integrating a decolonial philosophy of science can reduce injustice and support inclusive policies such as the National Health Insurance. Overall, this interdisciplinary approach affirms that scientific knowledge is dynamic and contextual, encouraging critical reflection on absolute objectivity to promote equitable and sustainable development.
A Comparative Analysis of Classical and Contemporary Integrative Methodologies in Islamic Education Studies Hayat, Ade Putra; Charles, Charles
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.409

Abstract

This study examines the fundamental issue of epistemological tension as well as the potential for synergy between classical integrative methodology and contemporary integrative methodology in the study of Islamic education. The purpose of this study is to analyze in depth the similarities, differences, and potential synthesis of both approaches as an effort to construct a relevant paradigm of Islamic education in the modern era. The research was conducted using a qualitative method with a content analysis approach and comparative analysis. The results indicate that classical integrative methodology is rooted in the concept of wahdat al-‘ilm with a theocentric orientation, whereas contemporary integrative methodology is dialogical, multidisciplinary, and responsive to the development of modern scientific knowledge. A new finding of this study is the importance of reconstructing a methodology that not only preserves the values of tawhid but also promotes social transformation and scientific innovation. The main conclusion of this study is that a synthesis of the two is necessary to produce a transformative-integrative model that is relevant to the needs of Islamic Higher Education Institutions in the era of globalization. These findings are significant for the development of curricula, educational policies, and interdisciplinary research oriented toward forming individuals who are holistic, critical, productive, and contributive.
Symbolic Interaction between Teachers and Students in Fostering Effective Classroom Learning Amelia, Rita; Misrawita, Misrawita; Januar, Januar
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.423

Abstract

This study aims to examine the concept of symbolic interaction between teachers and students in the classroom learning process. The meaning of symbols in the context of education plays an important role in forming harmonious social relationships, increasing learning motivation, and strengthening students' self-identity. Teachers are seen not only as conveyors of knowledge, but also as social actors who create symbolic meanings that influence students' behavior and perceptions of the learning process. Symbolic interaction in the classroom occurs not only through verbal communication but also through nonverbal symbols, emphasizing the important role of technology and digital media in changing patterns of symbolic interaction in modern classrooms that present new symbols such as emojis, visual icons, and other forms of digital representation that also influence social meaning in learning. The study was conducted through an analysis of classical and contemporary literature relevant to symbolic interactionism theory, particularly the works of George Herbert Mead and Herbert Blumer, using a qualitative approach and library research methods. The main focus of this study is to analyze how symbols, meanings, and social communication processes between teachers and students contribute to the formation of meaningful learning experiences. The implications of this study can form the basis for the development of symbolic communication-based learning strategies that are adaptive to current social and educational technology changes. Overall, this study emphasizes that understanding symbolic interactions in learning is key to building effective, participatory, and humanistic educational communication.
Integrating Mixed Methods Paradigms for Research Gap Identification in Islamic Education Research Gucandra, Yudi; Sesmiarni, Sesmiarni
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.427

Abstract

The phenomenon of weak problem identification and research gap analysis in Islamic Education studies reflects a serious epistemological challenge within the academic environment. Many student and faculty research projects remain repetitive and lack strong theoretical and empirical grounding. This article aims to examine the epistemological differences between quantitative and qualitative paradigms in the process of identifying research gaps and to integrate both within the methodology of Islamic Education research. The study employs a qualitative method using a conceptual Systematic Literature Review (SLR) by reviewing scientific articles indexed in Scopus and SINTA from 2020 to 2025. The data were analyzed through narrative and comparative synthesis focusing on ontological, epistemological, and methodological dimensions. The findings indicate that the quantitative paradigm is oriented toward theoretical verification (gap of extension and conflict), whereas the qualitative paradigm emphasizes meaning exploration (gap of void and emergent meaning). The integration of both paradigms produces the Epistemological Gap Framework (EGF), a conceptual model that combines the logic of verification and exploration in formulating research gaps in Islamic Education. This model is expected to strengthen methodological rigor, enhance epistemological awareness, and enrich the scholarly contribution to the development of Islamic Education as a scientific discipline.
Parental Strategies for Stimulating Speech Skills in Young Children Ikromah, Ikromah; Pahrul, Yolanda; Nur, Maulida; Risna, Inten
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.440

Abstract

Speaking ability is an important aspect of early childhood development because it forms the basis of communication, learning, and social interaction. This study aims to describe parental strategies for stimulating speaking skills in early childhood and to identify the factors that influence them. The study used a qualitative method with a case study approach conducted in an early childhood education setting. Data were obtained from three informants, namely parents and their 6-year-old children with speech delays. Data were collected through observation, in-depth interviews, and documentation, then analyzed thematically. The findings indicate that parental strategies for stimulating children's speaking skills include creating a pleasant communication environment, reading stories, singing together, role-playing, using visual media such as picture cards and posters, and repeating words to practice pronunciation. Singing and playing were found to be the most effective methods because children enjoyed them and they facilitated the acquisition of new vocabulary. Factors that hinder speech development include limited interaction time due to parents' busy schedules, excessive use of electronic devices, lack of communication with peers, the habit of using “baby talk,” the child's health condition, and hereditary factors. These findings confirm that consistent, varied stimulation tailored to children’s interests is crucial for speaking development during the Golden Age period. The study recommends collaboration between parents and early childhood education institutions in providing a language-rich environment and limiting the use of electronic devices.
A Content Analysis of the Philosophical Foundations of the Islamic Religious Education Curriculum Hidayati, Sri; Kemerindo, Gref; Yakub, Ramli; Fadli, Rahmat; Lahmi, Ahmad
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.444

Abstract

The development of an Islamic Education curriculum requires a strong philosophical foundation so that it does not become limited to technical-administrative aspects. This article aims to explain the relationship between foundational philosophy, institutional vision and mission, and their implementation in designing the Islamic Religious Education curriculum. This study employs a qualitative method with a content analysis approach using various literature sources that discuss educational policy, curriculum theory, and implementation practices in Islamic educational institutions. The analysis indicates that the philosophy of Islamic education serves as the basis for formulating learning objectives oriented toward Tauhid values and character formation. The vision and mission function as a bridge between philosophical values and the operational direction of the curriculum. In addition, the development of curriculum components such as objectives, content, methods, and evaluation requires principles of relevance, flexibility, continuity, efficiency, and effectiveness. The review of practices in Madrasah Aliyah and Vocational High Schools suggests differences in implementation emphasis according to each institution’s context. These findings indicate that the alignment between foundational philosophy, vision and mission, and curriculum structure is essential for producing a more adaptive and contextually relevant Islamic Religious Education curriculum.
An Integrative Approach to Al-Ghazali and Carl Jung in the Psychology of Learning within Islamic Religious Education Syawaldi, Syawaldi; Charles, Charles
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.445

Abstract

This study aims to formulate an integrative learning psychology model that unifies Al-Ghazali’s methodology of Tazkiyatun Nafs with Carl Jung’s Individuation process as a transformative framework for Islamic Religious Education. The research departs from a critique of contemporary Islamic Religious Education, which tends to be predominantly cognitive-normative and therefore fails to cultivate inner transformation and holistic character development in learners. Through a comparative-theoretical literature study, this research analyzes the structural and functional correspondences between Islamic psychological concepts Nafs, Qalb, Ruh, and Tazkiyah and Jungian concepts such as the Shadow, Ego, Collective Unconscious, and the Self. The findings indicate a strong functional equivalence, particularly between Nafs Ammarah and the Shadow, as well as between Qalb and the Self/Depth Unconscious. This synthesis produces the “Tazkiyah-Individuation Learning Psychology Model,” which consists of three main stages: Takhalli (purification from psychic inferiority/Shadow), Tahalli (cultivation of akhlaq al-karimah and strengthening of the Ego–Self Axis), and Tajalli (spiritual actualization analogous to Self-Realization). The model offers a procedural framework for Islamic Religious Education curricula to integrate moral development, mental well-being, and spirituality into the learning process. This research concludes that integrating the two theories can bridge methodological gaps in the psychology of religion and provide a robust theoretical foundation for developing holistic character education. However, since this study remains theoretical, further research is needed to empirically examine the model’s effectiveness within Islamic Religious Education and psycho-spiritual counseling contexts.
Integrating Affective–Spiritual Assessment in Education: Instrument Development and Implementation Dewi, Mira Novia; Masritawati, Masritawati; Fatimah, Nurhayati; Asma, Siti
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.447

Abstract

Assessment functions as a method for evaluating students’ development after the learning process takes place. In the field of education, institutions need to design and develop assessment instruments that accurately measure affective–spiritual aspects so that learning objectives can be achieved optimally, considering that these aspects play an important role in determining an individual’s success. This study aims to describe the process of developing an affective–spiritual assessment instrument used in the learning process. The method employed is research and development (R&D), which consists of three main stages: observation, self-assessment, and attitude assessment. The results show that the presence of an affective-spiritual evaluation instrument is essential for shaping students’ behavior both within the school environment and in the wider community. The implications of this study indicate that developing appropriate assessment instruments can enhance the effectiveness of the educational process and support comprehensive character development among students.
Al-Jassas’s Legal Tafsir: A Rational-Fiqh Analysis of Ahkam al-Quran Siregar, Muhammad Sururi Alfajri Wannahar; Siregar, Dema
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.451

Abstract

This study examines the legal exegesis of Abu Bakr Ahmad ibn Ali al-Razi al-Jassas’s as presented in his monumental work Ahkām al-Qurān. The focus of the research is directed toward the fiqh oriented characteristics and the Hanafi rational methodology employed by al-Jassas’s in interpreting legal verses of the Quran. This study adopts a qualitative method using a content analysis approach through an in-depth examination of both primary and secondary sources. The findings reveal that Aḥkam al-Quran represents a rational fiqh based style of Quranic exegesis oriented toward the argumentative derivation of Islamic legal rulings. Al-Jassas’s integrates textual evidence and rational inquiry by combining tafsīr bi al-ma’thūr with the distinctive rational ijtihad of the Hanafi Mahzab. In interpreting legal verses such as Quran 2:262–272, he demonstrates a balanced perspective encompassing moral, social, and legal dimensions, including sincerity in charity, ethics of labor and wages, and charity to non-Muslims as an expression of universal humanism. Al-Jassas’s exegetical approach reflects a methodological commitment to Hanafi legal principles without falling into narrow sectarianism. He views legal exegesis as a dynamic and rational form of intellectual ijtihad aimed at promoting justice and public welfare. In the context of modern Quranic studies, al-Jassas’s method and thought remain relevant for developing a contextual, inclusive, and maqasid al-shariah-oriented legal exegesis.
A Multidimensional Qualitative Approach: Synthesizing Western and Islamic Research Paradigms Rahman, Abdul; Sesmiarni, Zulfani; Dina, Hidayatul; Julhadi, Julhadi
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.454

Abstract

This study aims to present a comprehensive synthesis of four major qualitative research approaches narrative inquiry, phenomenology, grounded theory, and Islamic research design as a multidimensional framework for studying phenomena in Islamic education. Narrative inquiry emphasizes the reconstruction of life stories as sources of meaning; phenomenology seeks to uncover the essence of participants’ lived experiences; grounded theory systematically generates concepts or theories emerging from empirical data; while Islamic research design integrates contemporary qualitative strategies with Islamic epistemology, ethics, and values. The analysis demonstrates that each approach offers distinctive strengths yet remains compatible for integrative use. Narrative inquiry supports studies requiring an exploration of individual life trajectories, phenomenology is suitable for examining spiritual and religious experiences in depth, grounded theory is relevant for developing contextually rooted theoretical constructs, and Islamic research design ensures that the research process aligns with Islamic ethical and epistemological foundations. Taken together, these approaches form a multidimensional qualitative model that enriches methodological discourse in Islamic studies and promotes research practices that are both contextually grounded and aligned with the needs of contemporary Muslim societies.

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