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Journal of Modern Islamic Studies and Civilization
Published by Riset Press International
ISSN : -     EISSN : 29879906     DOI : https://doi.org/10.59653/jmisc
Core Subject : Religion, Humanities, Science, Education, Social,
Religion Humanities Library & Information Science Social Sciences Other
Journal of Modern Islamic Studies and Civilization (JMISC) is a peer-reviewed and open access journal published by Riset Press International. It kindly invites original articles on a broad range of issues within Islamic studies and civilization. JMISC intends to publish a high-standard of theoretical or empirical research articles within the scope of Islamic studies and humanities, which include but are not limited to theology, cultural studies, philology, law, philosophy, literature, archaeology, history, sociology, anthropology, art, library and information of science. All accepted manuscripts will be published both online and in printed forms. JMISC, published 3 times a year, always places Islamic studies and humanities in the central focus of academic inquiry. This journal, serving as a forum for the study of Islam in Indonesia and other parts of the world within its local and challenging global context, supports focused studies of a particular theme and interdisciplinary studies. JMISC has become a medium of diffusion and exchange of ideas and research findings, so much so that researchers, writers, and readers from various traditions of learning have interacted in a scholarly manner. This journal warmly welcomes contributions from scholars of related disciplines.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 79 Documents
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Managing Religious Diversity in a Multi-Faith Society: Indian Constitutional Practices and Islamic Models of Plural Coexistence Sajad Ahmad Kumar
Journal of Modern Islamic Studies and Civilization Том 4 № 01 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i01.2139

Abstract

This research paper explores the convergence between the Indian constitutional framework and classical Islamic models of pluralism, specifically the Charter of Madinah (Mithaq al-Madinah). Amidst rising global and domestic communal tensions, the study examines how India’s principled distance secularism aligns with the Islamic concept of a Covenantal State (Dar-ul-Ahd). Utilizing a qualitative comparative methodology, the paper analyzes Articles 14, 15, and 25–30 of the Indian Constitution alongside Quranic mandates for mutual recognition (Lita’arafu) and historical Prophetic precedents. The findings suggest that Islamic political theology offers a robust, faith-led justification for democratic citizenship and minority rights, transcending mere tolerance in favour of active pluralism. By bridging the gap between constitutional morality and religious ethics, the study provides a normative framework for social cohesion in multi-faith societies. It concludes that the Indian Constitution serves as a contemporary social contract that fulfils the pluralistic spirit of early Islamic governance models.
State Regulations and Religious Endowments (Awqaf): Evaluating the Impact of the Waqf Amendment Bill 2025 on Minority Rights Imza Hassan; Showkat Hussain Dar
Journal of Modern Islamic Studies and Civilization Том 4 № 01 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i01.2148

Abstract

The management of religious endowments, or Awqaf, has long been a sensitive intersection of state authority and minority rights in India. The Waqf Amendment Bill 2025 represents a significant legislative shift, introducing fundamental changes to how Waqf properties are identified, registered, and administered. This research evaluates the socio-legal implications of the Bill, focusing on the expanded role of the state in supervising religious assets and the potential dilution of the "Waqf by User" concept. By analyzing the proposed inclusion of non-Muslim members in Waqf Boards and the centralization of power within District Collectors, this study assesses whether the Bill balances administrative transparency or infringes upon the constitutional guarantees provided under Articles 25 and 26. The paper argues that while modernization and the prevention of encroachment are necessary, the removal of the finality of Tribunal decisions may lead to prolonged litigation and insecurity within minority institutions. Ultimately, the impact of the Bill is evaluated against the principle of "principled distance" in secularism, questioning if the state’s regulatory reach compromises the autonomy of religious endowments and the broader landscape of minority rights in 2026.
From Knowledge Transfer to Wisdom Cultivation: Reorienting Islamic Education in the Age of Artificial Intelligence (AI) and Post-Truth Fahim Khasani
Journal of Modern Islamic Studies and Civilization Том 4 № 01 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i01.2205

Abstract

The rapid advancement of artificial intelligence (AI) and the emergence of post-truth culture have generated profound epistemic and ethical challenges for contemporary education, including Islamic education. These developments have contributed to the relativization of truth, the erosion of scholarly authority, and the increasing susceptibility of knowledge to algorithmic manipulation. In this context, Islamic education is confronted not only with the demand to adapt to technological change, but also with the need to reaffirm its foundational epistemological and ethical principles rooted in ʿilm (knowledge), ḥaqq (truth), and adab (ethical conduct). This study employs a conceptual–normative approach based on library research to examine the relationship between AI, post-truth culture, and digital ethics within the framework of Islamic education. Drawing on classical Islamic scholarship and contemporary literature on AI ethics and post-truth, the article analyzes key Islamic concepts, such as tabayyūn (critical verification), scholarly amānah (trustworthiness), ḥikmah (wisdom), and epistemic adab, and rearticulates their relevance in digital learning environments. The findings argue that Islamic education requires a paradigmatic reorientation from a transfer-of-knowledge model toward the cultivation of wisdom, positioning digital ethics and critical literacy as central components of the educational process. The study contributes to ongoing debates by proposing a framework for reorienting Islamic education that integrates technological engagement with ethical and epistemological integrity, thereby offering a normative model for addressing post-truth challenges in the age of artificial intelligence.
Evaluating the Sunnah through the Qur’anic Criterion: A Critical Analysis of Taha Jabir al-Alwani’s Methodology Zafer Ahmad Ganai; Nasir Nabi
Journal of Modern Islamic Studies and Civilization Том 4 № 01 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i01.2127

Abstract

This paper presents a critical examination of Taha Jabir al-Alwani’s methodological approach to redefining the relationship between the Qur’an and the Sunnah. Building on his seminal work Reviving the Balance: The Authority of the Qur’an and the Status of the Sunnah, the study investigates al-Alwani’s principal argument that the Qur’an should serve as the supreme criterion (mīzān) for evaluating the authenticity, interpretation, and practical application of the Sunnah. Al-Alwani proposes a classification of Prophetic traditions based on their degree of conformity with the Qur’an, assigning distinct levels of authority in accordance with this alignment. In his view, the Sunnah derives its authority and interpretive significance from the Qur’an, functioning as a practical exposition of its teachings rather than as an independent and autonomous source of revelation. The study focuses on three core methodological dimensions that define al-Alwani’s approach: (1) Methodological Difficulties in Dealing with the Sunnah, which address the inconsistency and overreliance on transmitted reports without adequate Qur’anic contextualization; (2) Difficulties Relating to the Legacy Left by Usulī Scholars, which critiques how classical juristic frameworks contributed to the epistemological separation between the Qur’an and the Sunnah; and (3) Isnad Methodology in Isolation, which challenges the traditional emphasis on the chain of transmission without sufficient textual (matn) scrutiny in light of Qur’anic principles. However, al-Alwani’s perspective is critically examined against the views of the jumhūr (majority) of hadith scholars, who hold a different stance on the legitimate value of the Sunnah. Through this comparative and analytical lens, the paper evaluates al-Alwani’s efforts to construct a Qur’an-centered hermeneutical framework that seeks to harmonize authenticity, ethical intent, and contextual relevance. Ultimately, the study situates his approach within the broader landscape of modern Islamic reformist thought, underscoring his contribution to reaffirming the Qur’an’s central position in the interpretation of the Sunnah and in the renewal of Islamic jurisprudence.
Scaling Gender Issues in Modern Muslim Societies Razia Abdullah; Showkat Hussain Dar
Journal of Modern Islamic Studies and Civilization Том 4 № 02 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i02.2226

Abstract

Gender justice has become an increasingly significant axis of inquiry within contemporary Muslim societies, where debates on women’s rights unfold at the intersection of tradition, reform, and modern statehood. This study investigates how gender inequality is produced, sustained, and scaled across legal, social, and political domains within these contexts. The paper argues that contemporary gender disparities stem not from Islamic foundational texts but from the authoritative preservation of pre-modern jurisprudential models, particularly within Personal Status Laws governing marriage, divorce, guardianship, and inheritance. These legal frameworks continue to constitute the most resilient institutional barriers to equality, with reform trajectories contingent upon political will, civil society mobilisation, and the contestation of interpretive authority. Drawing on feminist hermeneutics, reformist Islamic scholarship, and socioeconomic data, the study demonstrates that advancing gender justice requires the integration of ethical reinterpretation with legal and socio-cultural transformation. The analysis concludes that meaningful and scalable progress is attainable only through the convergence of intellectual, institutional, and grassroots efforts committed to an egalitarian rearticulation of Islamic and social norms.
The Concept of Al-’Adl in Mu’tazilite Theology: An Analysis of Human Agency and Moral Accountability in the Modern Era Ratna Sari Munthe; Nurliana Damanik
Journal of Modern Islamic Studies and Civilization Том 4 № 02 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i02.2459

Abstract

Human problems in the modern era demand a re-examination of moral responsibility, particularly as human error is frequently detached from the individual and redirected toward systems, circumstances, technology, or fate. In this context, the concept of al-’adl (justice) in Mu’tazilite theology remains highly relevant, as it asserts that Divine justice is inseparable from human freedom and responsibility. This article aims to analyze the concept of al-’adl within Mu’tazilite theology and its implications for human agency and moral accountability in the modern era. Using a qualitative library research method with a theological-philosophical approach, this study demonstrates that al-’adl is not merely a core doctrine regarding God’s justice, but also a rational foundation for the position of humans as moral subjects. Mu’tazilite theology emphasizes that it is impossible for God to act unjustly, let alone burden humans beyond their capacity or punish them for actions not consciously chosen. Consequently, humans are understood as moral agents possessing reason, will, capability, and freedom of choice. From this agency arises moral accountability the human responsibility for every chosen action to be accounted for before Allah. This sutudy contributes to contemporary Islamic ethics by recontextualizing classical Mu’tazilite theology to address modern crises of accountability, offering a framework to analyze human agency within complex, systemic environments. Thus, the implications of al-’adl serve as a critique of fatalism, rejecting the use of destiny or system failures as excuses to evade moral responsibility. Nevertheless, a modern reading of al-’adl requires a deeper interpretation that considers the dynamic factors influencing human choices.
Strategies Used by PAI Teachers Elementary School Aimed at Increasing Students' Self-Confidence Holidatul Munawaroh; Agus Sultoni Imami
Journal of Modern Islamic Studies and Civilization Том 4 № 02 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i02.2477

Abstract

Learning Islamic Religious Education in elementary school is essential for developing pupils' moral fiber, especially their self-esteem. The purpose of this study is to outline the methods used by Islamic Religious Education instructors at Bladu Wetan State Elementary School to boost pupils' self-confidence. This study combined a case study methodology with a qualitative approach. Senior students, the principal, and instructors of Islamic Religious Education were among the subjects. Documentation, in-depth interviews, and observation were used to gather data. Data reduction, data presentation, and conclusion drawing were all incorporated in the data analysis process. The findings demonstrated that educators used a range of techniques to boost students' self-esteem, including giving praise, practicing public speaking, conducting group discussions, role-modeling by teachers, individual approaches, and incorporating religious principles into everyday life. At the start, middle, and end phases of learning, these tactics were applied in a planned way. According to the study's findings, humanistic, participatory, and religious value-based teaching methods can boost primary school pupils' self-confidence. This study contributes both theoretically and practically: theoretically, it enriches the discourse on character education by integrating the development of self-confidence within Islamic educational frameworks; practically, it provides a contextual model of PAI teaching strategies that elementary school teachers can adopt to foster students' self-confidence through structured, value-oriented, and student-centred learning practices.
Integrating Managerial Supervision and Clinical Supervision to Improve Teacher Performance in Islamic Educational Institutions Lalu Wirasantana; Edi Muhamad Jayadi; Muhammad Muhammad
Journal of Modern Islamic Studies and Civilization Том 4 № 02 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i02.2482

Abstract

This study aims to analyze the integration of managerial supervision and clinical supervision in improving teacher performance within Islamic educational institutions through a Systematic Literature Review (SLR) approach. The review draws on scholarly articles indexed in Scopus, DOAJ, and Google Scholar, with a publication range limited to the last ten years to ensure the relevance and currency of findings. The selection process followed rigorous inclusion and exclusion criteria, focusing on empirical and conceptual studies that address supervision practices in educational contexts, particularly within Islamic institutions. The findings indicate that managerial supervision plays a critical role in establishing a strong organizational foundation through effective planning, coordination, leadership, and resource management. This form of supervision contributes to the creation of a conducive academic climate that supports teacher professionalism and institutional effectiveness. Meanwhile, clinical supervision emphasizes direct, reflective, and collaborative interactions between supervisors and teachers, fostering continuous pedagogical improvement and instructional quality. The integration of these two supervisory approaches demonstrates a complementary relationship, where managerial supervision ensures systemic support and institutional alignment, while clinical supervision enhances individual teacher competence and classroom practices. This synergy leads to more sustainable improvements in teacher performance, professional development, and overall educational quality. The study contributes to the advancement of educational supervision literature by providing a comprehensive conceptual framework that integrates managerial and clinical supervision within Islamic educational settings. Furthermore, it enriches the body of knowledge by highlighting the synergistic mechanisms through which both supervisory approaches can be implemented to strengthen teacher professionalism and institutional effectiveness, offering a foundation for future empirical research and policy development in educational management and supervision. The study concludes that a balanced and integrated supervision model is essential for strengthening teacher performance and achieving educational excellence in Islamic educational institutions.
Navigating Classical Texts in A Digital Age: A Phenomenological Study of Gen Z and Gen Alpha’s Experiences in Arabic Literacy Zulfan Syahansyah; Abdurrahman Abdurrahman
Journal of Modern Islamic Studies and Civilization Том 4 № 02 (2026): Journal of Modern Islamic Studies and Civilization
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jmisc.v4i02.2498

Abstract

This study addresses the widening cognitive gap in Arabic literacy among digital-native generations within traditional Indonesian pesantren settings. The research aims to explore the essential lived experiences of Gen Z and Gen Alpha students in interpreting classical Arabic texts amidst digital culture. Utilizing an interpretative phenomenological approach, data were gathered through in-depth interviews and participant observations at Pesantren Al-Munawwariyah. The findings reveal a “Cross-Spatial Cognitive Negotiation” and a “Digital Cognitive Filter”, where students navigate between traditional spiritual identity and modern algorithmic logic. While Gen Z demonstrates functional adaptation, Gen Alpha exhibits linguistic alienation requiring visual-interactive mediation. This study identifies a “Techno-Traditional Paradox”, highlighting that the literacy crisis stems from methodological irrelevance rather than a decline in sacred values. Consequently, this study contributes a novel cross-generational socio-cognitive framework to Arabic educational psychology, while providing a strategic roadmap for educators to implement “Generatively Responsive Pedagogy”, ensuring classical Arabic remains an existential, living language in the era of information disruption.

Page 8 of 8 | Total Record : 79

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