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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 144 Documents
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Evaluating the Quality of Objective and Essay Tests in Cognitive Assessment Syamsi, Syamsi; Junaidi, Rahmat; Hidayat, Burhanuddin; Syofyandi, Rozi; 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.v10i2.492

Abstract

Cognitive evaluation instruments are essential tools for systematically and objectively measuring students’ thinking abilities. This study analyzes two primary types of cognitive assessment instruments objective tests and essay tests by evaluating their quality based on established indicators of validity and reliability. The purpose of this research is to examine how effectively these instruments measure cognitive performance across different levels of thinking skills. This study employs a qualitative research method with a content analysis approach, which involves reviewing, selecting, and analyzing scholarly literature, including textbooks, empirical studies, and theoretical documents related to test construction, validity, and reliability. The content analysis reveals that the cognitive domain encompasses mental processes such as problem-solving, reasoning, and the integration of conceptual knowledge. Written cognitive test instruments generally consist of essay tests (restricted and extended response) and objective tests (true–false, multiple-choice, matching, and completion). The findings demonstrate that the overall quality of cognitive evaluation instruments is largely determined by their validity and reliability, which serve as critical benchmarks for ensuring the accuracy and consistency of cognitive measurement.
Government and Pesantren: The Dilemma of Formalization and Informalization in Islamic Education in Indonesia Novita, Yanti; Kustati, Martin; Sepriyanti, Nana
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.v10i2.496

Abstract

This study analyzes the conceptual and practical tensions between government formal policies and the informal character of pesantren in the transformation of Islamic education in Indonesia. Although Law No. 18 of 2019 provides formal legitimacy for pesantren, the relationship between the government and pesantren does not operate linearly. Formalization through standardized curricula, accreditation, competency certification, and administrative obligations has created new dynamics within pesantren, which were previously based on non-bureaucratic traditions such as sorogan, bandongan, and halaqah. Many pesantren respond to these policies through adaptive strategies: accepting certain aspects of formalization to gain legitimacy and funding, while maintaining informal structures as the core of their identity. This research employs a qualitative approach, including document analysis, in-depth interviews, and participatory observation in both salafiyah and khalafiyah pesantren. The findings indicate that the formalization-informalization dilemma is a dialectical process involving adaptation, resistance, and compromise. The study underscores that the sustainability of pesantren depends on their ability to develop a hybrid education model that accommodates the demands of modernity without compromising foundational traditions.
Cognitive Learning Theory from an Islamic Perspective: A Conceptual and Content Analysis Lubis, Khairan Nur; Deliani, Nurfarida; Batubara, Juliana; Akbar, Ali
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.v10i2.504

Abstract

Cognitive Learning Theory emphasizes mental processes as the foundation of how individuals acquire, organize, and process knowledge. Rather than viewing learning solely as a response to external stimuli, this theory highlights the role of cognitive structures, perception, memory, attention, and higher-order thinking. This study aims to examine the core concepts of Cognitive Learning Theory and analyze their relevance from an Islamic perspective. Using a qualitative content analysis approach, this study reviews key sources in educational psychology, peer-reviewed journals, and Islamic literature, including Quranic verses and the perspectives of Muslim scholars. The findings indicate that fundamental cognitive concepts such as reason, understanding, reflective thinking, and internal reinforcement are strongly aligned with Islamic educational principles. The Quran emphasizes the use of reason through concepts such as tadabbur, tafakkur, and ta‘aqqul, which correspond to cognitive processes highlighted in modern learning theory. This study argues that integrating Cognitive Learning Theory with Islamic educational values contributes to the development of learning strategies that are both cognitively effective and ethically grounded.
Digital Revolution and the Shifting Paradigm of Knowledge: Islamic Scholars’ Perspectives on Technology Ethics Mustaqim, Mustaqim; 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.v10i2.505

Abstract

The rapid advancement of digital technology has fundamentally transformed the ways knowledge is produced, disseminated, and validated, resulting in significant paradigm shifts across educational, religious, and social domains. This study aims to examine how Islamic scholars construct and negotiate ethical frameworks and knowledge paradigms in response to the digital revolution, particularly in relation to ontological, epistemological, and axiological dimensions of knowledge. Employing a qualitative approach with Critical Discourse Analysis (CDA), this study applies content analysis to examine classical and contemporary Islamic scholarly texts, academic publications, and authoritative digital discourses on technology and ethics. The findings reveal that Islamic scholars perceive the digital revolution as both a challenge and an opportunity: while digitalization disrupts traditional modes of authority and knowledge transmission, it also enables the emergence of more adaptive, inclusive, and context-sensitive models of Islamic scholarship and education. Furthermore, the analysis demonstrates an increasing emphasis on integrating spiritual and moral values with technological innovation to ensure ethical accountability and social benefit. This study implies that the formulation of technology ethics in the digital age requires a holistic integration of Islamic ethical principles with contemporary technological realities, offering a normative framework that promotes human well-being, social responsibility, and the public good.
Teaching Basic Economics through English in Islamic Higher Education: A Mixed Methods Wahyuni, Irna; Shalihah, Maratus; Widianita, Rika
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.v10i2.506

Abstract

The integration of content and language learning has increasingly been recognized as an effective pedagogical approach to enhance both subject comprehension and foreign language proficiency. This study examines the effectiveness of using English as a medium of instruction in teaching basic economics within an Islamic higher education context to improve students’ understanding of economic concepts and their English language skills. Employing a qualitative descriptive design, the study involved students enrolled in a basic economics course delivered in English. Data were collected through classroom observations, analysis of students’ learning tasks, and questionnaires, and were analyzed thematically. The findings reveal that English-medium instruction fosters active student engagement, enriches discipline-specific economic vocabulary, and strengthens comprehension of fundamental economic concepts. Despite initial challenges related to limited English proficiency, sustained exposure and supportive instructional strategies were found to mitigate these difficulties. The study highlights the potential of English-medium instruction as an effective approach to strengthening the quality and global orientation of economics education in Islamic higher education.
Character Formation through Quranic Memorization Programs: An Educational Management Approach Syahweli, Fahril; Rahmi, Ulva
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.v10i2.509

Abstract

Quranic memorization programs serve as an important instrument in fostering students’ character and behavioral development. This study aims to examine the influence of Quranic memorization program management on character formation and behavioral development among elementary school students. A quantitative approach was employed using a survey method. The sample consisted of 120 students selected through stratified random sampling. Data were collected using a Likert-scale questionnaire (1–5) and analyzed using Structural Equation Modeling (SEM) with LISREL 8.80. The results indicate that the management of the Quranic memorization program has a positive and significant effect on students’ character (t-value = 6.72) and behavioral development (t-value = 5.94). The SEM model demonstrates a good fit, as indicated by χ² = 142.18, RMSEA = 0.045, CFI = 0.97, and GFI = 0.93. These findings confirm that well-structured management of Quranic memorization programs contributes substantially to enhancing students’ religiosity, discipline, responsibility, and social behavior.
State Centralization and the Collapse of Parliamentary Democracy in Indonesia Haviz, Fauzan; Hendri, Novi; Wirman, Hardi Putra
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.v10i2.511

Abstract

This study analyzes the transformation of Indonesia’s political structure from a federal system to a unitary state during the 1950s, with particular attention to center–periphery relations, the emergence of the PRRI and Permesta movements, and their political implications for the configuration of national power. Employing a qualitative approach grounded in historical research, the study utilizes document analysis of state archives, legal and regulatory texts, political speeches, and relevant academic literature. The data are examined through qualitative content analysis and historical interpretation to identify patterns of power centralization, elite fragmentation, and fiscal–political tensions between the central government and regional authorities. The findings indicate that the transition to a unitary state was shaped by a complex interaction of parliamentary political dynamics, unequal resource distribution, and post-election institutional instability. PRRI and Permesta emerged as expressions of regional dissatisfaction with increasing centralization rather than as explicitly separatist movements; however, the escalation of these conflicts contributed to the weakening of parliamentary democracy. The study further demonstrates that the dissolution of the Masyumi Party and the Indonesian Socialist Party (PSI) reflected state-led efforts to consolidate political authority within the framework of Guided Democracy. This research contributes to historical scholarship on center–region relations and the processes of political centralization in postcolonial state formation.
Character Formation through the Kulliyyatu-l-Mu’allimin al-Islamiyyah Curriculum Ramadhan, Randa; Zakir, Supratman
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.v10i2.513

Abstract

Character education is a fundamental element of Islamic education that aims to shape morally grounded individuals through the integration of knowledge, Islamic values, and habitual practices. In the context of modern Islamic boarding schools, the curriculum of Kulliyyatu-l-Mu’allimin al-Islamiyyah plays a crucial role in students’ character development. Therefore, this study aims to analyze the impact of implementing the Kulliyyatu-l-Mu’allimin al-Islamiyyah curriculum on students’ character development in a modern Islamic boarding school that adopts this educational system. This study employs a descriptive qualitative method with a field research approach. Data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, curriculum administrators, educators, and students. Data analysis was conducted through data reduction, data organization, and conclusion drawing, with data validity ensured through source and method triangulation. The findings indicate that the implementation of the Kulliyyatu-l-Mu’allimin al-Islamiyyah curriculum is carried out in an integrated manner through formal instruction, boarding school activities, and residential life. This implementation has a positive impact on students’ character development, particularly in terms of discipline, responsibility, independence, sincerity, and leadership, which are grounded in the values of the Panca Jiwa. These findings affirm that the Kulliyyatu-l-Mu’allimin al-Islamiyyah curriculum represents an effective and relevant model of Islamic character education for application in modern Islamic boarding schools across diverse socio-cultural contexts.
Transforming Islamic Religious Education through Nusantara Philosophy: Integrating Popular Pedagogy and Transformative Tauhid Adona, Putri; 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.v10i2.515

Abstract

Islamic education in Indonesia faces fundamental challenges in the contemporary era, particularly criticism that the dominant curriculum is normative and doctrinal in nature, failing to balance cognitive aspects with affective and social aspects. Manifestations of this failure include a crisis of character, a decline in the ethos of mutual cooperation, and continuing social inequality. The renewal of Islamic Religious Education must have a strong and contextual philosophical foundation, which in the Indonesian context is offered by Nusantara Philosophy. Nusantara Philosophy, as a post-colonial project that reflects subaltern identity, demands that Islamic Religious Education serve the interests of the oppressed and reject the dualism of theory and practice. This study proposes the integration of Tan Malaka's People's Pedagogy, which has historically proven to be emancipatory, as the operational methodological framework of Nusantara Philosophy. Tan Malaka's People's Pedagogy, although based on Anti-Mystification Materialism, is strongly rooted in Islam as an anti-caste and anti-oppression movement. Its main objectives are liberation from ignorance and oppression, and the formation of agents of social change (Kaum Kromo) through an emphasis on practical skills and collectivity. The key synthesis of the integration of Tan Malaka's People's Pedagogy with the principle of Tawhid (Oneness) results in Transformative Islamic Religious Education, which operationalises Nusantara Philosophy. Transformative Islamic Religious Education emphasises the dialogical and problem-posing methods characteristic of critical pedagogy, as well as the reform of evaluation towards measuring social benefit. This study uses Systematic Literature Review (SLR) to analyse literature, resulting in the formulation of a Transformative Islamic Religious Education model that transforms the role of Islamic Religious Education teachers into emancipatory facilitators, demands curriculum harmonisation, and positions evaluation on the process and social impact, so that Islamic Religious Education becomes a true instrument for social emancipation and the achievement of national dignity.
Analisis Filosofis Kurikulum Merdeka: Implikasi bagi Pengajaran Bahasa Inggris Suhendra, Ade; Aprison, Wedra; Yanti, Fitri; Bayu, Eka Pasca Surya
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.v10i2.533

Abstract

This article aims to examine the philosophical foundations of the Merdeka Curriculum within the context of Islamic education and to explore their implications for English language teaching. The study focuses on selected philosophical orientations namely pragmatism, constructivism, and existentialism and considers their relevance to educational values commonly discussed in Islamic educational thought. A qualitative approach was employed through a literature-based study, drawing on policy documents, curriculum guidelines, and relevant philosophical and educational literature. The analysis suggests that the Merdeka Curriculum reflects philosophical tendencies that may support more contextual, dialogic, and learner-centered approaches to English language teaching, particularly in relation to communicative competence, the role of teachers, learning media, assessment practices, and student creativity. At the same time, the literature also points to potential limitations, including variations in teacher preparedness, unequal access to learning resources, and established evaluation cultures that may affect classroom implementation. The article implies that a reflective engagement with philosophical foundations especially when situated within Islamic educational perspectives may help educators approach the Merdeka Curriculum more critically, so that changes in English language instruction are not limited to technical adjustments but also involve broader shifts in educational orientation.

Page 13 of 15 | Total Record : 144

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