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Muhamad Agus Mushodiq
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INDONESIA
Bulletin of Indonesian Islamic Studies
Published by Kuras Institute
ISSN : -     EISSN : 29638429     DOI : https://doi.org/10.51214/biis.v1i1.265
Core Subject : Religion, Humanities, Education, Art, Social,
Religion Arts Humanities Education Social Sciences
Bulletin of Indonesian Islamic Studies focuses on the study of Indonesian Islamic Issues that developed in society with the textual and contextual approaches. The scope of the study includes: a) Beliefs System in Islam, b) Ideas of Muslim Scholars, c) Ritual System in Islam, d) Traditions or Customs in Islamic Society, e) Literature and Islamic Arts, and f) Islamic Education
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 113 Documents
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Analisis Keadilan Distributif dalam Alokasi Subsidi Pertanian: Tinjauan Ekonomi Islam Septiana Ningrum; Subandi Subandi; Finny Ligery
Bulletin of Indonesian Islamic Studies Vol. 3 No. 2 (2024): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v3i2.1848

Abstract

This study examines the distribution system of subsidized fertilizers in Kotagajah from the perspective of Islamic economic justice. Employing a qualitative field research design, data were collected through observation, in-depth interviews with distributors and farmer groups, and analysis of regulatory and academic sources, and were subsequently analyzed inductively using triangulation techniques. The findings indicate that procedurally the distribution mechanism adheres to the RDKK scheme and the “Six Right” principles; however, its implementation reveals three major pathologies: target displacement that marginalizes smallholder farmers, price distortions through sales above the government’s Highest Retail Price (HET), and excessive fertilizer consumption leading to artificial scarcity and ecological degradation. From the standpoint of Islamic economics, these practices represent deviations from the principles of justice (al-‘adl), trust (amanah), and the prohibitions of injustice (ẓulm) and excess (isrāf). The study concludes that the effectiveness of subsidized fertilizer distribution cannot be assessed solely through procedural compliance but must be grounded in moral integrity, institutional oversight, and a maṣlaḥah-oriented framework to ensure distributive justice and sustainable agricultural development. This study enhances the discourse on Islamic economics by highlighting public subsidy policies that incorporate fiscal instruments, distributive ethics, and ecological preservation. It also introduces a maslahah-based evaluation framework for policymakers to improve distribution monitoring, aiming to reduce information asymmetry and moral hazard at the grassroots level.
Educational Autonomy and Islamic Education in Indonesia: Opportunities, Challenges, and Implications for Educational Quality Najmi, Via Novelia; Nurhidayati Nurhidayati
Bulletin of Indonesian Islamic Studies Vol. 4 No. 2 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i2.1740

Abstract

Educational autonomy in Indonesia constitutes a strategic milestone in post-1998 educational reform, marked by a transition from a centralized to a decentralized system. This policy reflects the government’s commitment to promoting independence, participation, and accountability in educational governance at both regional and institutional levels. This study aims to examine the concept and implementation of educational autonomy while identifying the opportunities and challenges faced by Islamic educational institutions. Employing a qualitative-descriptive approach through library research, the study draws on regulatory and scholarly sources, including legislation, ministerial regulations, and recent academic literature. The findings reveal that educational autonomy provides substantial opportunities for Islamic educational institutions to foster curriculum innovation, strengthen community-based governance, and enhance educational quality in alignment with Islamic values. However, its implementation encounters significant challenges, including regional disparities in capacity, limited human resources, and weak coordination between local governments and the Ministry of Religious Affairs. The study concludes that the effectiveness of educational autonomy depends on stakeholder collaboration and institutional readiness to implement autonomy principles in a sustainable manner. This study contributes a policy-oriented framework that positions Islamic educational institutions as active actors in decentralized educational governance.
Internalizing Islamic Values in a Multicultural Context: A Case Study of Identity Preservation among Indonesian Migrant Children in Malaysia Arfi Putri Maharani; Tamrin Fathoni; Miftaku Ni’amah; Neng Daris Salamah Elmi Putri Sibron
Bulletin of Indonesian Islamic Studies Vol. 5 No. 1 (2026): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v5i1.1876

Abstract

Islamic Religious Education plays a crucial role in preserving the religious identity of Indonesian migrant children who grow up in multicultural environments with limited access to formal education. This study aims to detail the process of internalizing Islamic values to shape the Muslim identity of Indonesian migrant children at the Sungai Mulia 5 Gombak Learning Center (Sanggar Bimbingan) in Malaysia. Grounded in a constructivist perspective, this research emphasizes the subjective experiences and social interactions of migrant children as they navigate the internalization of Islamic educational values within a multicultural context. Utilizing a qualitative approach and a case study method, data were collected through semi-structured interviews with teachers, students, and learning center managers, alongside participatory observations. The findings reveal that the internalization of Islamic values is achieved through the integration of formal curricula and non-formal activities, such as daily worship practices and character-building exercises. This process unfolds through three systematic stages: value transformation, value transaction, and value trans-internalization, which collectively promote discipline, honesty, and responsibility among students. This research underscores the significance of non-formal educational institutions as vital havens for moral guidance and identity preservation for marginalized children living abroad. The results offer practical insights for similar educational providers seeking to enhance faith-based character development amidst the complexities of cultural diversity.

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