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Al-Masail: Journal of Islamic Studies
Published by CV Fahr Publishing
ISSN : -     EISSN : 30267862     DOI : https://fahruddin.org/index.php/Al-Masail/article/
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Muslim society, and other religions which covers textual and fieldwork investigation with various perspectives of law, philosophy, mysticism, history, art, theology, sociology, anthropology, political science and others
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 27 Documents
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CHARACTER DEVELOPMENT OF STUDENTS THROUGH ISLAMIC EDUCATION LEADERSHIP Rivaldi, Muhammad; Ramadhan, Narendra Jumadil Haikal
Al-Masail: Journal of Islamic Studies Vol. 2 No. 2 (2024): June: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i2.270

Abstract

Leadership in Islamic education institutions has a very important role in shaping the character of students in accordance with Islamic values. Leaders in Islamic education institutions are not only responsible for administrative management, but also for ensuring that character education goals are achieved. This article examines the role of leadership in Islamic education institutions, especially pesantren and madrasah, in developing learners' character through an approach based on integrity, morality, responsibility, vision, exemplary, faith, and social. This research uses a qualitative method based on literature review by examining various literature from relevant academic sources. The results show that effective leadership guided by Islamic values can create an educational environment conducive to the development of moral and spiritual character of students, so that they can face the challenges of globalization and social change. This article makes a theoretical contribution to Islamic educational leadership and offers practical insights to improve the quality of character education in Islamic educational institutions
VIOLATION OF THE PROSECUTOR'S PROFESSIONAL CODE OF ETHICS IN THE VIEW OF ISLAMIC LAW AND ITS APPLICATION IN COURT Gaffar, Azis; Ramadhan, Narendra Jumadil Haikal
Al-Masail: Journal of Islamic Studies Vol. 2 No. 1 (2024): September: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i3.299

Abstract

The profession of a prosecutor carries significant responsibilities in upholding the law, maintaining justice, and protecting public interests. The professional code of ethics for prosecutors serves as a crucial guideline to ensure these duties are carried out with integrity, honesty, and professionalism. However, challenges often arise in the form of moral and ethical dilemmas during the execution of their duties. This journal examines the professional code of ethics for prosecutors from the perspective of Islamic law and its application in courts. The research method employed is a normative approach with a comparative analysis between the principles of Islamic law and the guidelines of the professional code of ethics for prosecutors in Indonesia. In Islamic law, the concepts of justice (al-‘adl), trustworthiness (amanah), and integrity are fundamental principles that must be upheld by prosecutors as legal enforcers. These values align with the principles of professionalism in the prosecutor's code of ethics, such as independence, responsibility, and honesty. This study concludes that integrating Islamic ethical values into the application of the professional code of ethics for prosecutors can enhance the quality of law enforcement, making it more just, dignified, and morally grounded. Recommendations include implementing Sharia-based ethical training for prosecutors, stricter periodic oversight, and the establishment of an ethics committee grounded in Islamic values to support the implementation of the code of ethics. Through this approach, it is hoped that prosecutors' professionalism will be maintained, and public trust in the judicial system will increase.
PARADIGM OF ISLAMIC EDUCATION MANAGEMENT FROM THE PERSPECTIVE OF EDUCATIONAL PHILOSOPHY: DEVELOPING A STRATEGIC PLAN FOR ISLAMIC SCHOOLS Mu'arifah, Nurvianna; Mahsun; Fatihin, Moh. Khoirul
Al-Masail: Journal of Islamic Studies Vol. 2 No. 1 (2024): September: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i3.383

Abstract

Islamic education management plays a crucial role in shaping a generation that excels academically and possesses strong moral and spiritual character. This study aims to analyze the paradigm of Islamic education management from the educational philosophy perspective and develop an effective strategic plan for Islamic schools. The research employs a qualitative approach through literature studies. The findings indicate that implementing the Planning, Organizing, Actuating, and Controlling (POAC) concept, based on Islamic values, enhances the effectiveness of Islamic school management. Furthermore, integrating Islamic educational philosophy into management systems enables schools to face global challenges without losing their Islamic identity. Thus, this study contributes to developing a more strategic and sustainable Islamic education management model.
THE INTEGRATION OF PRAGMATISM IN ISLAMIC EDUCATION: RELEVANCE TO MODERN LEARNING Suswati; Mahsun; Moh. Khoirul Fatihin
Al-Masail: Journal of Islamic Studies Vol. 2 No. 1 (2024): September: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i3.384

Abstract

Islamic education faces significant challenges in adapting to the evolving demands of modern society. One philosophical approach that offers a solution is pragmatism, which emphasizes experience, flexibility, and relevance in learning. This study aims to analyze the integration of pragmatism in Islamic education and its significance to modern learning. The research employs a qualitative method with a library research approach, examining academic literature related to educational philosophy and pragmatist theory. The findings indicate that applying pragmatism in Islamic education enhances learning effectiveness by emphasizing real-world experiences, curriculum flexibility, and the development of critical thinking and problem-solving skills. This approach enables students to understand Islamic teachings in a more practical and contextualized manner, preparing them to face contemporary challenges. Additionally, integrating technology in pragmatism-based learning further strengthens the relevance of Islamic education in the digital era. Therefore, more adaptive policies are needed to implement pragmatist principles in Islamic educational institutions to ensure sustainable and effective learning outcomes.
UNEVEN AGE-GROUPS CLASSIFICATION: AN ISLAMIC PERSPECTIVE OF A MATURITY INDEX Akshija, Ilir
Al-Masail: Journal of Islamic Studies Vol. 2 No. 1 (2024): September: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i1.311

Abstract

This paper aims to translate evidence on age-group classifications gathered form Qur’an and other authoritative Islamic sources to human life maturity benchmarks. A maturity index is built creating age-groups based in sacred Islamic texts. The typical and most important of the class limit extraction is the example of the age of forty years from the ayah of Surah Al-Ahqaf [46:15]. Age groups start from birth (age 0 years; reference maturity age -15 years) producing respectively upper class limits; infancy (2 years; -13), 0-15 years (15 years; 0), to 40 years (40 years; 25), on duty (63 years; 48), elderly (85 years; 10) and senility (100; -13). The indexation is as follows; (0-15 years – 1 point), (to 40 years – 3 points), (on duty – 5 points), (elderly – 4 points), (senility – 1 point). The predesigned age-group categorization and indexing protocol is applied to the Albanian population creating a reorganization of the CENSUS 2011 data producing indexed maps showing the distribution of age segregated population by district. Maps show real differences in age distributed maturity index as a possible competition force between districts in present and future terms. Prospects of world population similar to the developed index are made in reference to the World Bank standard of population classification, ages 15-64 years. The use of the maturity index makes chronological age and functional status, maturity, a standardized tool, which controls over biases created by each of them separately.
EVALUATION OF THE CIPP MODEL IN ENHANCING THE INTERNALIZATION OF ISLAMIC VALUES AT TK TUNAS KUSUMA BANGSA, DUKUH BUMIREJO, MUNGKID, MAGELANG Mu'arifah, Nurvianna; Muhlil Musolin
Al-Masail: Journal of Islamic Studies Vol. 2 No. 1 (2024): September: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i1.508

Abstract

This study aims to evaluate the implementation of Islamic Religious Education (PAI) in supporting the internalization of Islamic values at TK Tunas Kusuma Bangsa, Dukuh Bumirejo, Mungkid District, Magelang Regency. The evaluation model applied in this research is the CIPP model (Context, Input, Process, Product) developed by Stufflebeam. Using a descriptive-qualitative approach, the study provides a comprehensive analysis of the effectiveness of PAI learning in Islamic-based early childhood education. Data were collected through observation, interviews, and documentation, and analyzed using Miles & Huberman's interactive model. Context evaluation indicates that the school’s vision and mission are aligned with the goal of fostering Islamic character. Input evaluation shows that teachers have relevant educational backgrounds and learning media are sufficiently available, although teacher training in value integration remains limited. Process evaluation reveals varied instructional methods, yet still tends to be normative and lacks reflective value internalization. Product evaluation shows positive signs of religious behavior among children, though still in early habituation stages. The study concludes that the CIPP model is effective in providing a holistic overview of PAI learning quality and can serve as a basis for improvement through teacher training, enrichment of learning media, and parental involvement. This research contributes to the development of value-based evaluation models in early childhood education.
IMPLEMENTATION OF THE DISCREPANCY MODEL IN THE ZIYADAH AND MUROJAAH PROGRAMS AT MTS NEGERI 1 PURWOREJO Suswati; Muhlil Musolin
Al-Masail: Journal of Islamic Studies Vol. 3 No. 1 (2025): September: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v2i1.517

Abstract

This study aims to evaluate the implementation of the Ziyadah and Murojaah programs at MTs Negeri 1 Purworejo using the Discrepancy evaluation model. The primary objective is to identify the gap between established program standards and actual field implementation. A formative evaluation approach with a mixed-methods design was employed, integrating both quantitative and qualitative data. Data collection techniques included surveys, in-depth interviews, field observations, and document analysis. The study participants consisted of students, tahfidz instructors, and program administrators selected through purposive sampling. Findings revealed that while the input and process components of the program were implemented as planned, significant discrepancies were found in the output aspect, particularly in independent revision (murojaah) and time management. Students’ memorization achievement reached only about 70% of the targeted level. Identified challenges included limited time allocation, lack of diverse teaching methods, low monitoring frequency, and underutilization of technology in supporting memorization activities. The study concludes that the Discrepancy model is effective for systematically evaluating religious-based educational programs and providing practical improvement strategies. Furthermore, the study contributes new insights to the Islamic education evaluation literature by addressing the specific needs of tahfidz programs and proposing adaptive strategies that align with the characteristics of today’s learners.

Page 3 of 3 | Total Record : 27

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