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Al-Lubab : Islamic Educational and Religious Research Journal. Jl. Mantingan-Ngawi Km. 01, Mantingan, Ngawi, Jawa Timur Kode Pos. 63257. e-Mail: allubabjournal@stitmuhngawi.ac.id
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Al-Lubab: Jurnal Penelitian Pendidikan dan Keagamaan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurejo Ngawi
ISSN : 25021850     EISSN : 27768236     DOI : DOI: https://doi.org/10.19120/al-lubab.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
The aim of Al-Lubab journal is to publish high-quality articles dedicated to all aspects of the latest outstanding developments in the field of Islamic education. The scope of this journal is about Islamic education, moral education, education of Pesantren, education system and management, education technology, learning methods, curriculum design and development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 180 Documents
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Educational Values in Surah Luqman: A Perspective from Al-Maraghi's Tafsir Annibras, Nablur Rahman
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5948

Abstract

This study explores the educational values in Surah Luqman from the perspective of Al-Maraghi's Tafsir, aiming to identify and analyze the relevance of these values in modern life. Employing a qualitative approach with a library research method, the study integrates an analysis of Quranic text, tafsir literature, and related educational resources. The findings reveal five key educational values in Surah Luqman: monotheism (tauhid), morality (akhlaq), social responsibility, worship (ibadah), and environmental awareness. Al-Maraghi's Tafsir emphasizes the practical application of these values in shaping individual character and society. These findings address contemporary challenges such as moral crises, individualism, and environmental degradation. This research contributes theoretically by highlighting the relevance of Quranic values in modern education and advocating for their integration into curricula. However, the study is limited to Al-Maraghi's perspective, suggesting opportunities for comparative analysis with other tafsir works.
Design of Quranic Learning Based on Herbartian Method: A Case Study in Educational Institutions in Indonesia Wafa, Ali
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5949

Abstract

Quranic education plays a central role in shaping the Islamic character of students, but traditional approaches often fail to integrate values and critical understanding. This study aims to design Quranic learning based on the Herbartian method, known for its systematic and holistic instructional structure. The research employs library research methodology, with data derived from primary and secondary literature on the Herbartian method and Islamic education. The findings indicate that the application of the Herbartian method, consisting of five stages (preparation, presentation, association, generalization, and application), enables the integration of Quranic values into a systematic and applicable learning process. Implementation in Islamic educational institutions in Indonesia demonstrates improved comprehension, active participation, and the internalization of Quranic values by students. However, challenges such as limited teaching time and teacher competence need to be addressed through training and curriculum adjustments. This study implies the development of a more structured Quranic learning model that aligns with modern educational challenges while strengthening the integration of Western educational theories with Islamic values. The originality of this research lies in adapting the Herbartian method within the context of Islamic education, an area rarely explored, and its contribution to value-based Quranic learning.
The Concept of Learning in the Qur'an: A Study of Tafsir Quran Karim by Mahmud Yunus Bermi, Wibawati; Asroriah, Fatimatul; Shodiq, Imam
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5950

Abstract

The concept of learning in the Qur'an holds significant relevance in shaping a holistic educational system that focuses not only on cognitive aspects but also on spiritual and moral dimensions. This study aims to analyze the concept of learning embedded in the Qur'an based on Tafsir Quran Karim by Mahmud Yunus. Utilizing a library research method, this research delves deeply into the tafsir to identify the learning principles proposed by Mahmud Yunus. The findings reveal that Mahmud Yunus emphasizes three main principles in learning: dialogical, gradual (tadarruj), and exemplary-based (uswah hasanah). These methods align with modern educational approaches, such as competency-based and interactive learning. Furthermore, this study identifies the relevance of these concepts to contemporary education, particularly in the context of character and moral development for students. The implications of this research include the necessity of integrating Qur'anic values into formal and non-formal education systems. However, its limitation lies in its focus on a single tafsir work, opening opportunities for comparative studies with other tafsir in future research. The originality of this research lies in its in-depth exploration of Tafsir Quran Karim by Mahmud Yunus within the educational context, a topic rarely discussed comprehensively. This study adds value to the development of Qur'an-based learning systems relevant to the challenges of globalization.
Development and Innovation of Qur'anic Learning Methodologies in Indonesia Sulistyowati, Sulistyowati
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5951

Abstract

The methodology of Qur'anic learning in Indonesia has evolved from traditional approaches to innovations based on modern technology, in line with social changes and technological advancements. This study aims to analyze the historical development, recent innovations, and the strengths and challenges of Qur'anic learning methodologies in Indonesia. Using a library research method, data were qualitatively analyzed from various primary and secondary references, including previous studies and relevant books. The results show that traditional methods such as sorogan and bandongan are still practiced in Islamic boarding schools, while modern technology-based methods, such as digital applications, e-learning, and interactive multimedia, are trending in formal educational institutions. These innovations offer advantages such as broader access and more flexible learning processes but face challenges like the digital divide and the need for continuous teacher training. The implications of this study highlight the necessity of a hybrid approach that integrates traditional values with technological innovations to balance Qur'anic reading skills and spiritual character development. The study contributes both theoretically and practically by providing recommendations for adaptive curriculum development and technology-based teacher training. The originality of this research lies in its exploration of the integration of traditional and modern methods as a sustainable solution for Qur'anic learning in the digital era.
The Role of Teachers According to Ibn Jama'ah in the Book Tadhkirat al-Sami' wa'l-Mutakallim Anwar, Saiful; Mustofa, Idam; Zarkasyi, Azmi
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5952

Abstract

The book Tadhkirat al-Sami‘ wa’l-Mutakallim by Ibn Jama‘ah is a seminal work in the Islamic educational tradition, addressing the ethics and roles of teachers in the teaching process. This study aims to analyze the role of teachers as envisioned by Ibn Jama‘ah, focusing on the concepts of teachers as leaders of knowledge, ethical educators, and moral guides, while exploring its relevance to contemporary education. This research employs a library research method with a descriptive-analytical approach. The primary source is the book Tadhkirat al-Sami‘ wa’l-Mutakallim, complemented by secondary literature from books and academic journals. The analysis integrates classical and modern educational theories. The findings reveal that Ibn Jama‘ah regards teachers as central figures with significant responsibilities, not only in transferring knowledge but also in shaping students’ character through moral and spiritual example. These concepts, such as the importance of teachers' ethics and harmonious teacher-student relationships, remain relevant for character education in the modern era. The research implies the necessity of integrating moral and spiritual values into contemporary education to address global challenges such as ethical crises and dehumanization in educational systems. However, the study's focus on classical literature highlights the need for further empirical exploration to test its implementation in modern educational contexts. This study contributes to the literature on Islamic education by providing an in-depth analysis of Ibn Jama‘ah's concepts, which are rarely systematically addressed in contemporary research. The findings offer original insights bridging the tradition of classical Islamic education and the challenges of modern education.
The Concept of Humanity in the Study of Islamic and Western Educational Philosophy Sumarno, Sumarno; Musfiratul, Indah; Syaifulloh, Imam
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5953

Abstract

This study focuses on the concept of humanity in Islamic and Western educational philosophy, which plays a pivotal role in shaping educational systems and character development. In Islamic education, humans are viewed as beings endowed with fitrah—an innate disposition to recognize God and fulfill their purpose as stewards on earth, striving towards insan kamil (the perfect human). Conversely, Western educational philosophy emphasizes rationality and individual freedom. This research aims to identify the similarities and differences between the two perspectives and explore the potential integration of their values to create a holistic educational system. This study employs a qualitative approach through a literature review (library research). Data were gathered through critical analysis of primary and secondary sources, including works by figures such as Al-Ghazali, Ibn Sina, Kant, and Dewey. A comparative approach was utilized to analyze the characteristics of each educational philosophy. The study reveals that Islamic and Western educational philosophies have differing paradigms but complement each other. Islamic education emphasizes the integration of spiritual, intellectual, and moral aspects through the concepts of fitrah and tawhid. On the other hand, Western education prioritizes individual freedom and the development of rationality. Despite fundamental differences, the two approaches can be integrated to form a more holistic educational system encompassing spiritual, moral, and rational values. This research contributes to the development of cross-cultural and interfaith educational theories. However, it is limited to a literature-based study without empirical validation. Further research with an empirical approach is necessary to test the implementation of Islamic and Western value integration in educational systems. This study offers a novel perspective on the potential integration of spiritual and rational values in building a holistic educational system, which is essential in addressing global educational challenges that require multidimensional approaches to character development.
The Problematics of Paulo Freire's Concept of Humanist Education from an Islamic Perspective Nurhasanah, Muwahidah; Idharudin, Abdul Jabar; Darmanto, Darmanto; Alfin, Khusna Zanuba
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5954

Abstract

Paulo Freire's humanist education emphasizes critical consciousness and the liberation of humanity from oppression. However, this approach is often criticized for being insufficiently comprehensive, as it overlooks the spiritual dimensions and the concept of adab (ethics), which are central to Islamic education. This study aims to analyze the problems within Freire's humanist education concept from an Islamic perspective, focusing on conflicts in the value of freedom, neglect of spirituality, the teacher's role in dialogue, and the ultimate goals of education. This research employs a library research methodology with a qualitative descriptive approach. Data were analyzed through a critical review of relevant primary and secondary literature, including Freire’s works, Islamic educational thought, and previous studies. The findings reveal fundamental shortcomings in Freire’s educational approach from the Islamic perspective, such as a secular view of freedom, neglect of spirituality, and a lack of emphasis on adab and tawhid (monotheism). However, integrating Freire’s concept with Islamic values shows potential for creating a holistic educational paradigm. This integration harmonizes critical awareness with moral and spiritual responsibility, providing solutions to global educational challenges. Research implications/limitations: This study offers new insights into the possible integration of Freire’s and Islamic education concepts, though it is limited to theoretical exploration without empirical testing. Further studies are needed to examine its application in formal and informal educational settings. This research provides a novel perspective by combining two contrasting educational approaches: progressive humanism and value-based Islamic education. The findings are relevant for developing curricula responsive to contemporary social and spiritual challenges.
The Concept of Inclusive Education in the Islamic Perspective Yusron, Moh Alwi; Rochmat, Cecep Sobar; Dewi , Mutiara
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5959

Abstract

Inclusive education is an educational approach aimed at providing equitable access to all individuals regardless of differences in background, abilities, or specific conditions. In Islam, the concept of inclusivity is deeply rooted in values of justice, compassion, respect for diversity, and social responsibility. This study aims to explore the concept of inclusive education in Islam by examining its foundational values, philosophical underpinnings, and applications in the modern context. This research employs a library research methodology, analyzing primary sources such as the Qur’an, Hadith, and classical and contemporary Islamic scholarly works, as well as secondary sources from recent academic literature. Data are analyzed qualitatively using a descriptive-analytical approach to identify the principles of inclusive education in Islam. The findings indicate that Islam comprehensively supports inclusive education through universal values that are adaptable to changing times. Principles such as social justice, compassion (rahmah), and respect for diversity position Islam as a faith that promotes inclusivity. This study also compares Islamic perspectives with modern educational theories, highlighting the relevance of Islamic values in addressing the challenges of inclusive education in the globalized era. The implications of this study include the necessity of integrating Islamic values into modern education systems to create more equitable and harmonious learning environments. However, the study's limitation lies in the lack of empirical examination to assess the effectiveness of applying these values in practical educational settings. This research contributes original insights by providing philosophical and practical perspectives from Islam to support inclusive education, thereby enriching the global discourse on education for all.
An Analysis of Educational Values in Surah An-Nisa: A Thematic Approach Through the Lens of Tafsir Ibn Kathir Sumarno, Sumarno; Fitriyah, Alfina Wildatul; Izza, Rifda
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6165

Abstract

This study investigates the educational values embedded in Surah An-Nisa using a thematic approach (maudhū‘ī) and refers primarily to Tafsir Ibn Kathir as a classical exegetical source. The background of this research lies in the urgent need to reintegrate Qur’anic values into the contemporary education system, particularly in light of growing moral crises and the erosion of ethical standards among students. The study aims to explore how Surah An-Nisa, as a chapter rich in legal and social injunctions, contributes to the Islamic educational framework through the lens of classical interpretation. This research employs a qualitative method with a library research approach, where data is collected from primary sources such as the Qur’an and Tafsir Ibn Kathir, alongside secondary sources including books, scholarly articles, and other relevant references on Islamic education. The analysis is conducted thematically by identifying verses that contain educational implications and interpreting them based on the exegetical insights of Ibn Kathir. The findings reveal that Surah An-Nisa offers a wide range of educational values such as justice, gender equity, family integrity, social responsibility, protection of vulnerable groups, and obedience to divine law. These values, as elaborated in Tafsir Ibn Kathir, serve not only as religious commandments but also as moral and social principles that can shape individual behavior and communal harmony. The study concludes that these values are highly relevant for contemporary educational practices and should be integrated into modern Islamic curricula to nurture holistic and ethical learners.
Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum Redho Syam, Aldo; Alwi Yusron, Moh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6170

Abstract

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.

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