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Ibnu Rusydi
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Dirasah: International Journal of Islamic Studies
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 29869250     DOI : https://doi.org/10.59373/dirasah
Core Subject : Religion, Humanities, Art,
Religion Arts Humanities
Dirasah International Journal of Islamic Studies is a double-blind peer-reviewed international journal published by Perkumpulan Dosen Tarbiyah Islam Indonesia (PDTII). The journal publishes research articles, conceptual articles, reports on field studies, and book reviews of Islamic studies (See Focus and Scope). The articles of this journal are published every six months (2 issues per year)
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 75 Documents
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Schooling Pathways and Qur’anic Reading Competence among Pre-Service Teachers: A Mixed-Methods Study Amirul Haq RD; Muhibbuthabry Muhibbuthabry; Diva Dina; Muhammad Ashadi Rasyad; Muhammad Furqan
Dirasah International Journal of Islamic Studies Vol. 4 No. 2 (2026): Islam, Human Development, and Social Change
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i2.116

Abstract

The ability to read the Qur'an correctly is an essential dimension of character formation and religious moderation among pre-service teachers, as mandated by national education policy for teacher professional development. Prior studies on Qur'anic literacy have largely focused on instructional strategies and program interventions, leaving the association of secondary school background largely unexamined among pre-service teachers. This study examines the relationship between secondary school background, namely senior high school (SMA), vocational high school (SMK), Islamic senior high school (Madrasah Aliyah), and Islamic boarding school (Pondok Pesantren), and the Qur'anic reading competence of 855 students from the Faculty of Teacher Training and Education, Universitas Samudra, batch 2025. An explanatory sequential mixed-methods design combined descriptive statistics, cross-tabulation, chi-square test, and ordinal regression with qualitative interviews to elaborate the findings among low-competence students. Results show a significant association between school background and Qur'anic reading competence (chi-square = 93.220, df = 12, p < .001), though the relationship was weak (Cramer's V = .191). Ordinal regression confirmed a significant association (chi-square = 67.667, df = 3, p < .001; Nagelkerke R-squared = .081), with Islamic boarding school graduates consistently more likely to achieve higher competence levels. Qualitative findings revealed four explanatory themes: learning duration confined to elementary school, the absence of formal academic requirements except in boarding schools, reluctance to relearn basic reading at an adolescent age, and insufficient parental attention. These findings indicate that school background was significantly associated with Qur'anic reading competence, underscoring the need for differentiated, stigma-free remedial programs for pre-service teachers.
The Sharia Paradox: Formal Islamic Banking, Financial Exclusion, and the Rise of Digital Usury in Post-Qanun Aceh Fauzah Nur Aksa; Murni Nia; Herinawati Herinawati; Tri Widya Kurniasari; Yeyen Subandi; Andre Kussuma Adiputra
Dirasah International Journal of Islamic Studies Vol. 4 No. 2 (2026): Islam, Human Development, and Social Change
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i2.117

Abstract

The formalization of Islamic finance in Aceh under Qanun No. 11 of 2018 transformed the province’s formal financial system and strengthened the institutionalization of Sharia-compliant financial practices. Yet the extent to which this formalization provides practical financial inclusion for vulnerable groups remains insufficiently understood. This study examines how grassroots communities and micro-enterprises experience access to formal Islamic financing and how these experiences relate to illegal digital lending. Using a qualitative field-study design, the research was conducted in selected suburban communities in Aceh Besar and Pidie through semi-structured interviews with 18 informants and institutional stakeholders, focus group discussions, and documentary analysis. The findings indicate that formalizing Sharia finance has not necessarily ensured practical financial inclusion. Collateral requirements, administrative procedures, repayment-capacity assessments, and mismatches between formal financing mechanisms and informal economic activities constrained access for some vulnerable borrowers. These conditions were associated with a financing gap in which illegal digital lending emerged as an accessible, albeit problematic, source of liquidity. Borrowers remained aware of the religious concerns surrounding interest-based lending, while their accounts are interpreted through ḍarūrah as a lens for understanding financial decisions made under perceived necessity. Drawing on Merton’s structural strain theory, the study conceptualizes this tension as the Sharia Paradox and extends anomie theory into the analysis of Islamic financial governance.
Development of EduBehaviour Digital Media to Enhance Positive Behavior and Strengthen the Graduate Profile of Elementary School Students Andi Prasetya; Sri Utaminingsih; Wawan Shokib Rondli
Dirasah International Journal of Islamic Studies Vol. 4 No. 2 (2026): Islam, Human Development, and Social Change
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i2.126

Abstract

This study aimed to develop EduBehaviour digital media that are valid, practical, and effective in improving positive behavior and strengthening the graduate profile of fourth-grade elementary school students. The study used Research and Development (R&D) following the ADDIE model: analysis, design, development, implementation, and evaluation. The study was conducted in elementary schools in Grobogan District and involved a subject-matter expert, a media expert, a learning design expert, teachers, and students. Data were collected through interviews, observations, questionnaires, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The product was developed as an Android application integrating the “Seven Habits of Great Indonesian Children,” student worksheets, parental reflection, practice exercises, and teacher assessment. Validation results showed scores of 93.33% from the subject-matter expert, 95.38% from the media expert, and 92.31% from the learning design expert, all categorized as highly feasible. The individual trial obtained 91.67%, the small-group trial 93.10%, and the teacher response 94.17%, all categorized as highly practical. An effectiveness test involving 28 students showed an increase in the mean score from 67.80 on the pretest to 85.60 on the posttest, with an N-gain of 0.55 in the moderate category. These results indicate that EduBehaviour is feasible, practical, and useful for supporting positive behavior habituation, parental involvement, and the strengthening of elementary school students’ graduate profiles. It may serve as an alternative tool for structured and sustainable character education programs.
From Tafsīr to Takfīr: When Differences in Interpretation are Regarded as Differences in Creed in the Literalism of the Divine Names and Attributes Teddy Yusuf; Dadang Sudana; Mohamad Zaka Al Farisi; Aceng Ruhendi Saifullah
Dirasah International Journal of Islamic Studies Vol. 4 No. 2 (2026): Islam, Human Development, and Social Change
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i2.142

Abstract

Debates over asmāʾ wa ṣifāt (divine names and attributes) have produced lasting differences in Islamic theological interpretation, particularly over terms such as istiwāʾ, yad, and wajh. A problem arises when such differences are no longer treated as legitimate disagreement but become grounds for defining orthodoxy, deviation, and, in some cases, takfīr. This study aims to clarify how semantic reduction in tafsīr discourse may contribute to religious exclusion and how literalist hermeneutics relates to exclusive interpretive authority. It employs a qualitative conceptual-documentary design based on close reading and analytical synthesis of scholarly literature and one official document, the Qur’an translation guideline of the Lajnah Pentashihan Mushaf Al-Qur’an. The analysis combines semantic–pragmatic analysis, philosophical and contextual hermeneutics, and Bourdieu’s theory of symbolic power. The analysis suggests that literal interpretation does not in itself constitute takfīr. Exclusion becomes possible when one interpretation is positioned as the sole criterion of theological legitimacy and alternative readings are characterized as deviant. The study distinguishes four forms of judgment: criticism of an interpretation, the judgment that it is incorrect, the labeling of it or its adherents as deviant, and explicit takfīr. It concludes that the movement from disagreement to exclusion is conditional rather than automatic, shaped by interpretive authority and the construction of boundaries of legitimate belief. As the study does not analyze primary texts or digital discourse directly, it offers a mechanism to be tested in future research.
From Religious Learning Circles to Institutional Diversity: The Historical Development of Pesantren and the Making of Ogan Ilir as a City of Santri Awaludin; Munir; Muhammad Noupal; Mohammad Syawaludin; Pathur Rahman
Dirasah International Journal of Islamic Studies Vol. 4 No. 2 (2026): Islam, Human Development, and Social Change
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i2.156

Abstract

This study examines the historical development of pesantren in Ogan Ilir Regency, South Sumatra, focusing on institutional diversity and the formation of its socio-religious identity as a City of Santri. Using a qualitative-historical approach, the study investigates 22 pesantren through in-depth interviews with 75 informants, participant observation, and document analysis. Historical source criticism and thematic analysis are employed to reconstruct institutional trajectories and identify patterns of institutional differentiation. The findings reveal three historical phases: initial institutionalization (1932–1967), consolidation and diversification (1983–1996), and institutional expansion and integration (2003–2023). Across these phases, three overlapping institutional orientations emerge: scholarly tradition, educational modernization, and self-reliance and community empowerment. These orientations demonstrate that pesantren development involves the coexistence of Islamic scholarly continuity, educational transformation, and expanding social functions rather than a linear transition from traditional to modern institutions. The study interprets these developments through the perspectives of continuity and change, ideal typology, and social construction, highlighting how institutional practices may reproduce socio-religious meanings. It offers an integrated historical and institutional account of pesantren development in Ogan Ilir while recognizing that the extent to which the City of Santri identity is collectively accepted requires further empirical investigation.

Page 8 of 8 | Total Record : 75

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