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LECTURES: Journal of Islamic and Education Studies
Published by Perkumpulan Dosen Fakultas Agama Islam Indramayu
ISSN : -     EISSN : 29641470     DOI : https://doi.org/10.58355/lectures.v2i1.17
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
LECTURES: Journal of Islamic and Education Studies is a peer-reviewed journal published by Perkumpulan Dosen Fakultas Agama Islam Indramayu. The journal is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of Islamic Education. In particular, papers which consider the following general topics are invited: Islamic Education Researcj, Islamic Teaching in Schools, Islamic Learning in Madrasah, Islamic Learning in Islamic Boarding Schools, Learning Islamic Religion in Higher Education, Islamic Education Philoshopy, Curriculum in Islamic Education, Islamic Education Management, Tafsir Tarbawy, Hadith Tarbawy, and Innovation in Islamic Teaching and Learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 126 Documents
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Women’s Dignity in the Qur’an: A Comparative Study of Classical and Modern Tafsir Kaniz Fatima Busra
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 2 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i2.212

Abstract

The Qur'an established women as socially and spiritually independent people, in contrast to pre-Islamic societies that saw them as legal servants. However, its inherent dignity has frequently been overshadowed by cultural additions. In order to recover the genuine Qur'anic framework for historical rights and female empowerment, this study compares classical and current exegesis. A qualitative and comparative hermeneutical method is used in the study. It compares contemporary interpretations found in Tafsir Al-Misbah and Tafsir Al-Maraghi with classical sources like Tafsir al-Tabari and Tafsir Ibn Kathir. It also documents the actual use of female authority in Islamic history by incorporating historical-empirical data from biographical narratives such as Al-Bidayah wa'l-Nihayah. According to the research, contemporary interpretations emphasise "Functional Equality" and intellectual agency, whereas classical exegesis places more emphasis on protective gender norms. Female empowerment is a reclaimed historical right with roots in genuine Islamic practice, not a contemporary invention, as demonstrated by historical personalities such as Umm Abdullah Zainab (academic leadership) and Fatima al-Samarqandi (legal authority). According to the study's findings, the Qur'an requires women to have "Inherent Sovereignty" (Sultah) in both the intellectual and economic domains. Restoring this dignity offers a theological road map for gender justice within Islamic jurisprudence and is not a modern secularisation but rather a restoration to the primordial spirit of the Qur'anic revelation.
Nursi’s Role to Spread Harmony and Peace in the Perspective of Rasail-E-Nur Mohd Saqib; Sumaira Mohammad Ajmal
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 2 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i2.213

Abstract

Bediuzzaman Said Nursi (1877–1960), a prominent twentieth-century Islamic scholar, dedicated his life to conveying the Qur'anic message through his writings and teachings, particularly the Risale-i Nur. The objective of this study is to examine Nursi's role in promoting social harmony from the perspective of the Risale-i Nur by analyzing his intellectual mission, the reformative significance of his writings, and their contribution to peaceful coexistence. The methodology adopts a qualitative, descriptive, and analytical approach based on textual analysis of the Risale-i Nur and a critical review of relevant scholarly literature. The findings indicate that Nursi's teachings foster faith, moral consciousness, compassion, tolerance, justice, and freedom of belief, thereby strengthening social cohesion among Muslims and non-Muslims. His response to irreligion and moral decline is grounded not in conflict or coercion but in rational persuasion, ethical education, and spiritual transformation inspired by the Qur'an. The study concludes that Nursi's faith-based, wisdom-oriented, and non-violent approach provides a practical framework for building resilient, morally grounded, and harmonious societies. His intellectual legacy remains highly relevant for addressing contemporary social challenges and promoting sustainable peace, spiritual renewal, and intercommunal harmony in pluralistic societies.
Traditional Islamic Scientific Epistemology in the Thought of KH. Hasyim Asy‘ari: A Case Study of the Work *Adab al-‘Alim wa al-Muta‘allim* Dimas Dwi Putra
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 3 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i3.202

Abstract

This study aims to examine the epistemology of traditional Islamic knowledge in the thought of KH. Hasyim Asy‘ari as reflected in his work Adab al-‘Ālim wa al-Muta‘allim. The research focuses on the concepts of the sources, methods, and objectives of knowledge within the pesantren (Islamic boarding school) tradition and their relevance to contemporary Islamic education systems. This study employs a qualitative descriptive-analytical approach through library research, analyzing KH. Hasyim Asy‘ari’s primary works and relevant secondary literature. The findings reveal that Hasyim Asy‘ari’s epistemology is rooted in the unity of revelation and reason, integrating intellectual, moral, and spiritual dimensions. The ultimate source of knowledge is divine revelation, while reason functions as an instrument of understanding subordinated to the values of tawhid (monotheism). The process of acquiring knowledge requires talaqqi (authorized transmission through a scholarly chain) and mujāhadah (spiritual purification) to achieve beneficial knowledge (‘ilm al-nāfi‘). Therefore, Hasyim Asy‘ari’s epistemological framework not only preserves the intellectual tradition of pesantren but also provides a relevant and ethical model of education as an alternative to the secularization of modern science.
The Concept of a Love-Based Curriculum from the Perspective of Hadith: A Literature Review of *Riyad as-Salihin* Umi Hanifah; Aguslani Mushlih
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 3 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i3.218

Abstract

This literature study aims to examine the concept of a love-based curriculum from the perspective of hadith, specifically through thematic analysis of Riyadus Salihin by Imam al-Nawawi. Islamic education ideally should be founded upon the values of love and compassion (mahabbah), following the example of the Prophet Muhammad (peace be upon him) whose educational practices emphasized gentleness, compassion, and moral exemplarity. This research employs a qualitative approach using library research method with content analysis technique. The primary data source is Riyadus Salihin, while secondary sources include commentaries, classical Islamic texts, and contemporary scholarly articles. The findings reveal six principal dimensions of love within Riyadus Salihin: (1) love for Allah and His Messenger; (2) love for fellow human beings; (3) love for the environment and other living creatures; (4) love of knowledge; (5) love of noble character; and (6) love for social goodness and public welfare. These values demonstrate strong relevance to contemporary Islamic education curriculum development from philosophical, psychological, sociological, and curricular perspectives. Furthermore, this study proposes a conceptual model of a Love-Based Curriculum characterized by six main features: transcendental, humanistic, integrative, transformational, exemplary-based, and welfare-oriented. These characteristics serve as guiding principles for all curriculum components, including objectives, learning materials, instructional strategies, and assessment practices. The study concludes that the values of love embodied in Riyadus Salihin are highly relevant to Islamic education development and can be conceptualized into a Love-Based Curriculum model that remains firmly rooted in the teachings of the Prophet Muhammad while addressing contemporary educational challenges.
Traditional Knowledge for a Sustainable Future: Ecological Conservation Practices of Early Sri Lankan Muslim History Muhammadu Nisar Roshan Safeeha
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 3 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i3.219

Abstract

The global ecological crisis has invigorated academic interest in traditional ecological knowledge (TEK) as an important resource for sustainable environmental governance. While the environmental history of Sri Lanka has been extensively studied in terms of Buddhist ecological ethics and the hydraulic civilisation of the ancient Sinhalese kingdoms, the ecological contributions of early Sri Lankan Muslim communities have not been studied enough. This study addresses this gap in historiography by examining the relationship of Muslim communities settled along the coastal belt of Sri Lanka from the eighth century onwards, with terrestrial and marine ecosystems through agriculture, agroforestry based homegardens, traditional Unani medicine, fisheries and maritime livelihoods. This study employs a qualitative historical methodology through textual analysis and comparative ecological interpretation to examine Islamic environmental ethics. It investigates the principles of khilāfah (stewardship), amānah (trust), mīzān (ecological balance), ʿadl (justice), and the prohibition of isrāf (wastefulness) as ethical principles guiding environmental practices. The analysis critically distinguishes between religious ideals and historical evidence of ecological behaviour rather than romanticising pre-modern societies. The results suggest that many traditional livelihood systems displayed characteristics consistent with biodiversity conservation, ecosystem resilience and sustainable resource management. The study argues that recovering these neglected ecological traditions adds to Sri Lanka’s environmental historiography and provides practical lessons for contemporary sustainability. Integrating cultural ecological knowledge and modern conservation science can enhance participatory environmental governance and biodiversity conservation in multicultural societies.
Deconstructing the Islamic Religious Education (PAI) Curriculum: Reconstructing the Dimensions of *Aqidah* (Creed) and *Muamalah* (Social Transactions) to Mitigate Exclusivism Among Generation Z Ike Lestari; Huazhong Huazhong
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 3 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i3.220

Abstract

This study aims to analyze the implications of the dichotomous separation between the dimensions of *aqidah* (creed) and *muamalah* (social transactions) in the Islamic Religious Education (PAI) curriculum regarding the tendency toward religious exclusivism among Generation Z students at MTs Baitul Azhar. Employing a qualitative approach utilizing critical discourse analysis and content analysis, data were collected through a study of curriculum documents, in-depth interviews with PAI teachers, and Focus Group Discussions (FGDs) with students. The findings indicate that PAI instruction remains fragmented; *aqidah* is taught in a dogmatic-normative manner, whereas *muamalah* is limited to formal *fiqh* (jurisprudence) rules. This separation severs the conceptual link between faith and social piety, creating a void filled by instant, absolutist religious narratives on social media, thereby fostering in-group favoritism and social rigidity. The study concludes that it is crucial to deconstruct and reconstruct the PAI curriculum based on an interconnective-*wasathiyah* (moderate) paradigm to equip Generation Z with both spiritual steadfastness and inclusive social flexibility in the digital era.

Page 13 of 13 | Total Record : 126

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