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Sinergi International Journal of Islamic Studies
Published by YAYASAN SINERGI KAWULA MUDA
ISSN : -     EISSN : 29887445     DOI : 10.61194/ijis
Core Subject : Religion,
Religion
Sinergi International Journal of Islamic Studies with ISSN Number 2988-7445 (Online) published by Yayasan Sinergi Kawula Muda, published original scholarly papers across the whole spectrum of islamic studies. The journal attempts to assist in the understanding of the present and potential ability of islamic studies.
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 1 (2025): February 2025" : 5 Documents clear
Mosque Ta'mir Policy on the Worship at the Mosques During the COVID-19 Pandemic: Maqasid Al-Shari'ah Perspective Syafaq, Hammis; Musyafaah, Nur Lailatul; Candra, Marli; Hasyim, Muh. Fathoni
Sinergi International Journal of Islamic Studies Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i1.415

Abstract

During the COVID-19 pandemic, the government of the Sidoarjo district in Indonesia implemented regulations regarding worship in mosques, leading to both support and opposition among the community. This article examines the mosque management policies related to the mechanisms of prayer during the pandemic in Sidoarjo. The research adopts an empirical approach empowered by sociological jurisprudence, focusing on how law interacts with society. Data was collected through observations, interviews, and documentation and analyzed deductively using the maqasid al-shari'ah theory. The study reveals several key findings. First, nine mosques complied with Regent Regulation Number 31 of 2020, which mandated the suspension of religious activities within mosques. In contrast, two mosques did not follow this regulation. Second, all mosques adhered to Regent Regulation Number 32 of 2020, which permitted religious activities in places of worship, provided that health protocols were followed. Third, none of the mosques complied with Regent Regulation Number 44 of 2020, which stipulated that religious activities must be halted if anyone present tested positive for COVID-19. Based on these findings, mosque management that adhered to the Sidoarjo Regent's regulations in response to COVID-19 was fulfilling the principles of preserving religion and safeguarding life as outlined in maqasid al-shari'ah. Conversely, mosque management that did not comply with the regulations was acting contrary to these principles. The impact of the COVID-19 pandemic has thus indirectly influenced mosque management policies regarding worship practices. To align with maqasid al-shari'ah, mosque management should comply with the Sidoarjo Regent's regulations to promote benefits and avoid harm.
Enhancing Qur’anic Reading through Tajweed Instruction: A Study of Grade 4 Students at MDTA Al-Falah Nurohmah, Alfia; Tajul Muttaqin; Dede Supendi
Sinergi International Journal of Islamic Studies Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i1.439

Abstract

Reading the Qur'an correctly and accurately is an obligation for every Muslim. One important aspect of Qur'anic recitation is Tajwid, which ensures the precise pronunciation of letters and adherence to proper articulation rules. However, many students at the Madrasah Diniyah Takmiliyah Awaliyah (MDTA) level still struggle to apply Tajwid rules when reading the Qur'an. This study analyzes the effectiveness of instructional assistance in improving the Qur'anic reading skills of fourth-grade students at MDTA Al-Falah, Desa Neglasari, Kecamatan Darangdan. The research employs a qualitative approach using the Participatory Action Research (PAR) method, which involves direct participation from researchers, teachers, and students in the learning process. The study follows four stages: planning, action, observation, and reflection. Data collection methods include participatory observation, in-depth interviews, and document analysis, while data analysis follows the Miles and Huberman model. The findings show a significant improvement in students' understanding and applying Tajwid rules. Before the intervention, only 40% of students had a basic knowledge of Tajwid, but this number increased to 85% after the assistance program. Students also demonstrated improved fluency in reading the Qur'an and greater confidence and enthusiasm for learning. This study highlights the crucial role of teachers and parents in supporting students' progress. It provides a model that other educational institutions can adapt to enhance the quality of Qur'anic education.
Reconstructing Islamic Identity in Modern Times: A Narrative Review of Educational Reform and Intellectual Responses Rahman, Gohar
Sinergi International Journal of Islamic Studies Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i1.708

Abstract

This study offers a comprehensive narrative review of the evolving relationship between Islamic philosophy and Western modernity. It aims to explore how Muslim intellectuals respond to the challenges of modern epistemology and secularism by reinterpreting classical Islamic concepts. The review applies a structured methodology involving major academic databases such as Scopus, PubMed, and Google Scholar, employing keywords like "Islamic philosophy," "modernity," and "identity formation." Articles were selected based on peer-reviewed credibility, conceptual relevance, and thematic alignment with the focus on philosophical responses to modernity. Findings reveal that while dominant narratives portray Islam and modernity as dichotomous, contemporary scholars propose integrative models, such as Taha Abderrahman's trusteeship paradigm and reinterpretations of tawḥīd, ʿ aql, and fanā’. These concepts are adapted to address the ethical and epistemological crises brought on by secularism and postcolonial identity fragmentation. The discussion also identifies colonialism, global modernism, and identity crises as systemic barriers that shape the discourse. In response, scholars emphasize educational reform, legal reinterpretation, interfaith and inter-disciplinary dialogue, and the revitalization of traditional epistemologies as critical interventions. This study concludes that dynamic engagement with modernity through the lens of Islamic tradition can foster inclusive intellectual frameworks and social cohesion. It recommends further research on the implementation and impact of these reformist strategies, highlighting the value of integrating classical Islamic values into modern academic and sociopolitical structures.
Faith-Based Mental Health Promotion in Muslim Communities: The Role of Islamic Education and Spiritual Practices Elfattah, Hagar Yehia Abd
Sinergi International Journal of Islamic Studies Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i1.709

Abstract

Islamic education has emerged as a critical avenue for supporting mental health through its integration of spiritual values and character formation. This study employed a narrative review method to synthesize findings from scholarly literature on the effectiveness of Islamic educational curricula and spiritual interventions in enhancing students' psychological resilience. Data sources included peer-reviewed articles exploring the impact of spiritual practices, such as dhikr and expressive writing, within formal Islamic schooling and pesantren contexts. Findings reveal that Islamic education frameworks—when designed holistically—contribute significantly to reducing stress, anxiety, and depression symptoms among students. Interventions rooted in Islamic spirituality not only foster emotional well-being but also build internal coping mechanisms, especially when supported by community and family involvement. However, systemic limitations—such as a lack of teacher training, rigid curricula, and policy fragmentation—diminish the scalability of such programs. This review advocates for the integration of faith-based mental health interventions into national education and health policies. It recommends increased investment in teacher training, the development of interdisciplinary teams, and the use of digital platforms for broader outreach. Future research should investigate long-term outcomes and adapt models for minority and urban settings. The synthesis confirms that Islamic education provides a culturally embedded and sustainable model for mental health promotion in Muslim-majority contexts
Competency-Based and Ethical Assessment Models in Contemporary Islamic Pedagogy Rahman, Najib Aulia
Sinergi International Journal of Islamic Studies Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijis.v3i1.710

Abstract

This narrative review explores recent innovations and systemic reforms in assessment practices within Islamic education, focusing on student-centered approaches, digital integration, competency-based evaluation, and the influence of cultural-religious values. The study employs a structured methodology involving database searches (Scopus, ERIC, Google Scholar), Boolean keyword combinations, and rigorous inclusion-exclusion criteria. The review synthesizes empirical findings from peer-reviewed literature, analyzing trends and best practices across global Islamic educational contexts. Key results indicate that authentic and formative assessments enhance student engagement and reflective learning. Digital tools, though unevenly adopted, improve efficiency and access. Competency-based reforms support a holistic appraisal of cognitive, affective, and spiritual dimensions of learning. Meanwhile, diverse interpretations of Islamic values lead to varied assessment practices across regions. Systemic enablers such as government policy, institutional frameworks, and continuous teacher training—especially through models like Lesson Study and self-assessment—are pivotal to successful implementation. Despite these advancements, challenges remain in digital infrastructure, educator readiness, and policy alignment. This review calls for comprehensive, culturally grounded, and scalable reforms, recommending greater investment in capacity-building and adaptive policy design. It underscores that learner-centered and ethically aligned assessments are essential to meet the pedagogical goals of Islamic education in the 21st century.

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