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Al-Imam : Journal on Islamic Studies, Civilization And Learning Societies
Published by IDRIS Darulfunun Institute
ISSN : -     EISSN : 29861780     DOI : https://doi.org/10.58764
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Multidisciplinary journal on Islamic Studies, Civilization and Learning Societies. This journal is a 2nd generation publication published by IDRIS Darulfunun Institute (published before under the same name in the 1920s). The ultimate objective of this journal is to disseminate knowledge in Islamic studies, civilization (history and literature) and learning societies (education and science). This journal also aims to strengthen the theoretical base for supporting policy and initiatives. Articles accepted need to be based on rigorous sound theory and contain an essential novel scientific contribution. (Bahasa or English)
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 100 Documents
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Efektifitas Pembelajaran Berbasis Critical Thinking Terhadap Pengembangan Nalar Kritis Santri Di Pondok Pesantren An-Nur Banjarejo Kabupaten Blora Habib Hidayat; A. Zaenurrosyid; Ahmad Muflihin
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 1 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.157

Abstract

This study aims to analyze the effectiveness of critical thinking-based learning on the development of students’ critical reasoning skills in the learning of Hadith Arbain Nawawi at An Nur Islamic Boarding School, Banjarejo, Blora Regency. The study was motivated by the urgency of strengthening critical thinking skills in Islamic education amid contemporary educational challenges that require analytical, reflective, and argumentative competencies. This research employed a quantitative approach using a posttest-only control group design. The research sample consisted of 46 MTs-level students divided into an experimental class of 26 students and a control class of 20 students. Data collection was conducted through critical reasoning tests in the form of argumentative essays and HOTS-based case studies related to Hadith Arbain Nawawi materials. The data were analyzed using the Shapiro–Wilk normality test, Levene homogeneity test, and independent sample t-test with a significance level of 0.05. The findings revealed that the hypothesis test obtained a significance value of < 0.001 with a t-value of 4.453. These findings indicate a significant difference in critical reasoning skills between the experimental and control classes. This study concludes that critical thinking-based learning is effective in developing students’ analytical, argumentative, and reflective reasoning skills in the learning of Hadith Arbain Nawawi within the Islamic boarding school environment.
The Integration of The Two-Dimensional Pancasila and The Transcendental Values of The Qur’an as A Philosophical Roadmap Towards Golden Indonesia 2045 Linda Novianti
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 1 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.158

Abstract

This research is motivated by the realisation that Indonesia is currently navigating a crucial phase on the path to ‘Golden Indonesia 2045’, a pivotal moment that demands not only material progress but also the strengthening of the nation’s ideology, morality and spirituality. Pancasila, as the philosophical foundation of the state, faces serious challenges in practice, where its values are often reduced to mere formal symbols lacking any real transformative power. In this context, the two-dimensional integration of Pancasila with the transcendental values of the Qur’an is viewed as urgent, serving as a philosophical roadmap to guide national development that is just, civilised, and dignified. Qur’anic values such as tawhid, justice, brotherhood, consultation, and trustworthiness provide an ethical-spiritual foundation that is in harmony with the principles of Pancasila, whilst also serving as a pillar in responding to the challenges of globalisation, technological disruption, and moral crisis. The research method employed is qualitative, utilising a library research approach, through the examination of primary and secondary literature comprising the Qur’an and relevant academic studies. Research findings indicate that the integration of the two-dimensional principles of Pancasila and the transcendental values of the Qur’an can strengthen national practice, making Pancasila not merely a political consensus, but also a robust ethical and spiritual guide. This philosophical roadmap guides national development towards Golden Indonesia 2045 so that it is not solely oriented towards economic growth, but also towards the formation of outstanding, just, principled, religious, and globally competitive Indonesian citizens.
Kontinuitas dan Transformasi Sistem Pendidikan Pesantren: Studi Historis Pendidikan Dinasti Abbasiyah (750-1258 M) dan Relevansinya bagi Pendidikan Islam Kontemporer Ahmad Sayyidiman Hamidalloh; M. Syafrany Surya Permadi; Dafa Aqila Musyaffa; Mohammad Hakim Alfarisi
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 1 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.160

Abstract

This study aims to analyze the continuity and transformation of the Islamic boarding school (pesantren) education system through a historical study of Islamic education during the Abbasid Dynasty and to examine its relevance in the context of contemporary Islamic education. This study uses a qualitative approach with library research, integrating historical and analytical-critical approaches. Data were obtained from relevant primary and secondary literature, then analyzed using content analysis and interpretative techniques. The results show that the Abbasid education system has a fundamental role as the historical foundation of Islamic education, especially in the aspects of the integration of science, institutions, and intellectual traditions. In the context of Islamic boarding schools, there is continuity in aspects of learning methodology, scientific authority, and the use of classical texts, which are inherited through a process of adaptation and contextualization. On the other hand, Islamic boarding schools also experienced transformations in aspects of institutions, curriculum, and learning methods in response to the dynamics of modernity. The main findings of this study confirm that the relationship between continuity and transformation is dialectical, where both complement each other in forming a dynamic education system. The implications of this study demonstrate the importance of developing an integrative Islamic education model, balancing the preservation of tradition and innovation.
Analisis Yuridis Penerapan PP Nomor 10 Tahun 1983 Jo. PP Nomor 45 Tahun 1990 terhadap Izin Perceraian bagi Pegawai Pemerintah dengan Perjanjian Kerja (PPPK) di Pengadilan Agama Efri Refiman; Zulkifli Zulkifli; Sri Yunarti; Elimartati Elimartati; Nofialdi Nofialdi
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 1 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.163

Abstract

Divorce for Government Employees with Employment Agreements (PPPK) often faces controversy regarding the requirement for a superior's permission letter, although this is not explicitly regulated in national legislation. This study aims to identify and analyze the existence of a superior's permission letter for PPPK in divorce cases and to analyze judges' perspectives on the application of this requirement at the Panyabungan Class II Religious Court. This study used qualitative methods with a field research approach. Primary data were collected through in-depth interviews with five judges (including Chief Justice Dr. Mirwan), court clerks, registration officers, and eighteen PPPK litigants. Secondary data were obtained from official documents such as Chief Justice's Decrees, service brochures, case summaries, and related regulations. Data analysis was conducted using data reduction, data presentation, and conclusion-drawing techniques, while data validity was ensured through source triangulation. The results indicate that court policy requires a superior's permission letter for PPPK at the registration stage as an administrative requirement. However, in court practice, the majority of judges do not consider this a barrier. Of the 18 PPPK cases from 2021 to September 11, 2025, only one case involved a judge actively requesting a permit. There is a sharp difference in the judges' perspectives between the analogy with civil servants and the principle of public welfare versus the principle of legality and the protection of individual civil rights. Normatively, a permit for PPPK is merely an internal administrative policy that is not binding as a legal or formal requirement for litigation. This finding reveals a lack of synchronization between policy and practice, as well as potential legal uncertainty. The study recommends the establishment of clear and uniform national regulations to balance the orderliness of civil servant administration with the right of access to justice for PPPK.
Tradisi Ma Anta Do’a dalam Perayaan Maulid Nabi Muhammad SAW Perspektif Sosiologi Hukum Islam di Nagari Ganggo Hilia Kecamatan Bonjol Pansil Eka Putra
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 1 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.165

Abstract

The Ma Anta Do'a tradition is a local form of celebration of the Prophet's Birthday (Mawlid al-Nabi) practiced by the Muslim community in Ganggo Hilia Village, Bonjol District, Pasaman Regency. This tradition involves each family's obligation to bring a jamba (food dish) to the mosque and the restriction of women's entry after the procession. This study aims to analyze the implementation of this tradition from the perspective of the sociology of Islamic law. The study used a qualitative approach with field research, while data were collected through observation, interviews, and documentation. The results indicate that this tradition serves as a means of strengthening social solidarity, preserving local culture, and expressing love for the Prophet Muhammad (peace be upon him). However, several practices within this tradition raise normative issues, particularly regarding the obligation to bring a jamba and the restriction of women from entering the mosque. From the perspective of Receptie Exit, customary practices must remain in line with Islamic law. Within the concept of 'urf, the obligation to bring a jamba can be categorized as 'urf sahih as long as it does not burden the community, while restricting women from entering the mosque has the potential to be 'urf fasid' because it contradicts the principle of justice in Islam. This research emphasizes the importance of reconstructing religious traditions while maintaining harmony between local culture and Islamic legal values.
Meningkatkan Kualitas Pendidikan di Indonesia: Peran Sentral Pilar-Pilar Pendidikan dalam Membentuk Generasi Unggul Mhd. Zidan Firmansyah; Septria Sa&#039;duh; Restu Permohonan Hasibuan; Gusmaneli Gusmaneli
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 4 No 2 (2023)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2023.4.43

Abstract

This article analyses the efforts made to improve the quality of education in Indonesia, with a special emphasis on the important role of education pillars in the formation of a superior generation. Education in Indonesia faces many problems, such as inequality, limited access and variations in education quality. This article aims to explain the role of the key pillars of education, namely curriculum, teaching staff, infrastructure and community engagement. The curriculum is considered the foundation that shapes the way students think and have skills. The article discusses the importance of curriculum review to ensure relevance to local and global requirements and to utilise technology as an enabler for effective learning. The second pillar discusses the role of teachers as an important factor in disseminating knowledge and values to students. Considered important strategies to produce high-quality educators are qualification upgrading, continuous training and pedagogical skills development. Talking about education infrastructure means providing adequate physical and technological facilities. Talking about the sustainability and accessibility of infrastructure and the use of technology to support distance learning. The fourth pillar emphasises that community participation is crucial to building an enabling educational environment. In this article, we will discuss the roles played by parents, local communities and the private sector in supporting and complementing government efforts to improve the quality of education. This article provides a complete overview of how these pillars of education can shape a superior generation in Indonesia by detailing their benefits. It is hoped that the implementation of integrated strategic actions in each pillar will be a strong foundation for achieving the long-term goal of improving the quality of education in Indonesia.
Perbandingan Epistemologi Al-Farabi dan Immanuel Kant Tentang Rasionalitas Binti Khalimatuzzahro; Irham Multazam
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.173

Abstract

Rationality is a central theme uniting Islamic and Western philosophical traditions, although the two proceed from different metaphysical frameworks. This paper aims to comparatively examine the epistemology of Al-Farabi (d. 950 CE), known as the "Second Teacher" after Aristotle, and Immanuel Kant (1724–1804), the founder of critical philosophy, regarding the source and limits of human rationality. A qualitative-descriptive library research method with a philosophical comparative approach was used, drawing on primary translated texts and recent scholarship (Abbaszadeh, 2017; Masykur, 2025; P. Müürsepp et al., 2024). The findings show that Al-Farabi views rationality as a graded faculty of the soul that reaches perfection through emanation from the Active Intellect, situating reason within a hierarchical, metaphysically optimistic cosmos in which philosophy and religion converge on the same truth (Suleimenov, 2019; Zeraoui & Gonzalez Uresti, 2021). Kant, conversely, views rationality as the subject's own structuring activity, organizing experience through a priori forms and categories while critically confining theoretical reason to the realm of phenomena, leaving the noumenal realm beyond its reach (Anderson, 2022; Katrechko, 2023). Both place reason as the primary source of certainty not derived solely from sense experience, yet differ fundamentally in their metaphysical orientation: Al-Farabi's emanative-cosmic model versus Kant's critical-transcendental model. This comparison is expected to enrich contemporary Islamic epistemological discourse in dialogue with modern Western philosophy.
Guided Inquiry Learning and Students' Achievement in Islamic Religious Education: A Correlational Study in an Indonesian Islamic Junior High School Muhammad Naufal Farras; Iffah Mukhlisah; Sugiyat Sugiyat
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.174

Abstract

Guided Inquiry Learning has been widely recognized as a learner-centered instructional approach that promotes active knowledge construction, critical thinking, and meaningful learning. However, empirical evidence regarding its relationship with students' academic achievement in Islamic Religious Education (IRE) remains limited, particularly within Indonesian Islamic junior high schools. This study aimed to examine the relationship between Guided Inquiry Learning and students' examination-based achievement in Islamic Religious Education. A quantitative correlational design was employed involving 43 seventh-grade students at SMP Muhammadiyah 2 Boyolali Program Khusus, Indonesia, selected using total sampling. Data on Guided Inquiry Learning were collected through a 25-item validated and reliable questionnaire, while students' academic achievement was measured using official Islamic Religious Education examination scores. The data were analyzed using descriptive statistics, assumption testing, Pearson correlation, and simple linear regression. The findings revealed that Guided Inquiry Learning was not significantly associated with students' examination-based achievement (? = 0.088; t = 0.568; p = 0.573), explaining only 0.8% of the variance in academic achievement (R² = 0.008). These findings suggest that examination scores may not fully capture the broader educational outcomes fostered by Guided Inquiry Learning, such as critical thinking, conceptual understanding, inquiry skills, and reflective learning. The study contributes to the growing literature by extending Guided Inquiry research to the context of Islamic Religious Education through a correlational approach using examination-based academic achievement as the primary outcome measure. Future studies are encouraged to incorporate broader indicators of learning outcomes and more comprehensive analytical models to better understand the educational contributions of Guided Inquiry Learning.
Visual-Based Information Technology as a Predictor of Islamic Religious Education Learning in the Merdeka Curriculum Wulandari Wulandari; Mujiburrohman Mujiburrohman
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.181

Abstract

Digital technologies are increasingly used to support student-centered instruction under Indonesia's Merdeka Curriculum, yet quantitative evidence from Islamic Religious Education (IRE) remains limited. This study examined the association between visual-based information technology and IRE learning. A cross-sectional explanatory survey involved 40 participants (33 students and 7 IRE teachers) purposively selected from one public junior secondary school. Two eight-item questionnaires used a four-point Likert scale, and internal consistency was acceptable for visual-based information technology (Cronbach's ? = 0.799) and IRE learning (? = 0.778). Data were analyzed using descriptive statistics, assumption tests, a two-tailed Pearson correlation with 5,000-sample bias-corrected and accelerated bootstrapping, and simple linear regression. Mean scores were 23.80 (SD = 5.85) for visual-based information technology and 24.15 (SD = 5.66) for IRE learning. Regression residuals were normally distributed (W = 0.959, p = 0.150), and no significant deviation from linearity was detected, F(16, 22) = 1.545, p = 0.170. A strong positive correlation was found, r = 0.861, p < 0.001, BCa 95% CI [0.764, 0.929]. Visual-based information technology significantly predicted IRE learning, B = 0.833, SE = 0.080, ? = 0.861, t = 10.454, p < 0.001, explaining 74.2% of the variance (R² = 0.742). The findings indicate a substantial association, but causal interpretation is limited by the single-school, cross-sectional, self-report design.
Strategi Guru Pendidikan Agama Islam dalam Penerapan Akhlak Mulia Siswa Ira Safira; Khoiril Akhbar
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.182

Abstract

This study aims to analyze the strategies employed by Islamic Religious Education (PAI) teachers in implementing students’ noble character (akhlak mulia), describe the implementation of affective learning in fostering students’ moral development, and identify the supporting and inhibiting factors encountered in the process at MTs Al Qodiri IV Jember. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that PAI teachers implement noble character education through exemplary behavior (uswah hasanah), religious habituation, advice (mau'idzah hasanah), and persuasive supervision. The implementation of affective learning reflects Thomas Lickona’s three dimensions of character education, namely moral knowing, moral feeling, and moral action, which are integrated into classroom instruction and religious school culture. Supporting factors include the pesantren-based environment, teachers’ commitment, and religious habituation programs, whereas inhibiting factors consist of digital media influence, peer pressure, and students’ diverse family backgrounds. This study contributes to the development of character education by presenting an adaptive strategy for integrating affective learning with Islamic values in a pesantren-based formal school, thereby enriching the discourse on Islamic character education in the digital era.

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