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Al-Bustan: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah
ISSN : 30472105     EISSN : 30472091     DOI : 10.62448
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Al-Bustan invites scientists, scholars, researchers, and professionals to publish their research in our journal. This journal publishes high-quality empirical and theoretical research articles reviewed by leading experts in the fields. The incoming papers will be selected based on great scientific studies, valuable new insights, and captivating the community in Islamic education. This journal is published twice a year, in March and September. It has an international standard serial number for both printed and online versions.
Arjuna Subject : Umum - Umum
Articles 35 Documents
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The Role of Digital Literacy in Strengthening Religious Moderation Values : A Study Of Madrasah Aliyah In Jambi City A A Musyaffa Musyaffa; rapiko rapiko; Yusraini Yusraini; Siti Asiah Siti Asiah; Umil Muhsinin Umil Muhsini
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 2 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i2.614

Abstract

The rapid development of digital technology has transformed how students access and share information, including religious content, while increasing their exposure to misinformation, intolerance, and radical narratives. This study examines the role of digital literacy in strengthening religious moderation among Madrasah Aliyah students in Jambi City, Indonesia. A quantitative correlational design was employed with 320 students selected through stratified random sampling. Data were collected using Digital Literacy and Religious Moderation scales and analyzed through descriptive statistics, Pearson correlation, and regression analysis. The findings reveal a strong and significant positive relationship between digital literacy and religious moderation (r = 0.71, p < 0.001). Digital literacy significantly predicted religious moderation, explaining 50.4% of its variance (R² = 0.504, p < 0.001). Critical evaluation of online information and ethical digital behavior emerged as the strongest predictors. These findings demonstrate that strengthening students’ digital literacy can foster more inclusive, tolerant, and balanced religious attitudes. Integrating digital literacy into the madrasah curriculum is therefore essential for strengthening religious moderation in the digital era.
The Role of Digital Literacy in Strengthening Religious Moderation Values : A Study Of Madrasah Aliyah In Jambi City A A Musyaffa Musyaffa; rapiko rapiko; Yusraini Yusraini; Siti Asiah Siti Asiah; Umil Muhsinin Umil Muhsini
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 2 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i2.614

Abstract

The rapid development of digital technology has transformed how students access and share information, including religious content, while increasing their exposure to misinformation, intolerance, and radical narratives. This study examines the role of digital literacy in strengthening religious moderation among Madrasah Aliyah students in Jambi City, Indonesia. A quantitative correlational design was employed with 320 students selected through stratified random sampling. Data were collected using Digital Literacy and Religious Moderation scales and analyzed through descriptive statistics, Pearson correlation, and regression analysis. The findings reveal a strong and significant positive relationship between digital literacy and religious moderation (r = 0.71, p < 0.001). Digital literacy significantly predicted religious moderation, explaining 50.4% of its variance (R² = 0.504, p < 0.001). Critical evaluation of online information and ethical digital behavior emerged as the strongest predictors. These findings demonstrate that strengthening students’ digital literacy can foster more inclusive, tolerant, and balanced religious attitudes. Integrating digital literacy into the madrasah curriculum is therefore essential for strengthening religious moderation in the digital era.
Tawhid as a Value-Based Framework for Science and Technology Education: An Islamic Educational Perspective Viona Wulandari; Rahma Aulia; Bunga Putri Zazkia; Widya Wulandari
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 2 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i2.618

Abstract

The contemporary development of science and technology presents both opportunities and challenges for Islamic education, particularly in maintaining a balance between intellectual advancement, spiritual values, and ethical responsibility. This study aims to analyze tawhid as a value-based framework for science and technology education from the perspective of Islamic education. The study employs a Systematic Literature Review (SLR) method with a literature-based approach. Relevant literature on tawhid, Islamic education, the ethics of science and technology, maqāṣid al-sharī‘ah, and value-based knowledge was systematically identified, examined, and analyzed. The findings indicate that tawhid can serve as a theological, epistemological, and ethical foundation for integrating science and technology with Islamic values. Such integration encourages students to understand knowledge as a trust (amānah) and a responsibility toward Allah, humanity, and the environment. The principles of maqāṣid al-sharī‘ah also guide the utilization of technology toward public welfare, justice, sustainability, and the protection of human values. Thus, tawhid-based education can foster students who are intellectually capable, ethical, and grounded in Islamic character.
The Pedagogical Relevance of Sunni Fiqh Schools' Istinbat Methodologies for Contemporary Fiqh al-Mu'amalat Islamic Education Udriansyah; Syarifa; Tri Gina; Besse
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 2 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i2.628

Abstract

The Sunni schools of Islamic jurisprudence developed through methods of istinbat for understanding and formulating Islamic law based on sharia evidence. This study aims to analyze the contribution of the istinbat methods of the four Sunni schools to contextual learning of Fiqh al-Mu'amalat in Islamic education. The study employs a qualitative library research method using thematic-comparative content analysis of literature on Islamic jurisprudence, istinbat, contemporary Fiqh al-Mu'amalat, and Islamic education. The findings indicate that Hanafi rationality supports analysis and problem-solving, Maliki maslahah promotes contextual reasoning, Shafi'i systematic reasoning develops legal argumentation, while Hanbali textual caution strengthens source verification. These approaches are relevant to learning about digital transactions, fintech, e-commerce, paylater services, and modern contractual practices. The novelty of this study lies in positioning the diversity of Sunni istinbat methods as a pedagogical resource that connects the Islamic jurisprudential heritage with contemporary learning needs.
The Impact of Dutch Colonial Educational Policies on the Development and Transformation of Islamic Education in Indonesia Maulidina Maulidina Miftahul Alma; Busahdiar Busahdiar; Rabiatul Adawiyah
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 2 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i2.633

Abstract

Dutch colonial education policies significantly influenced the development and transformation of Islamic education in Indonesia. This study aims to analyze the impact of these policies and the responses and transformations of Islamic educational institutions under the colonial system. The study employs a literature review with a qualitative-historical approach through descriptive-interpretive analysis of historical literature, colonial education policies, and studies on Islamic education. The findings show that disparities in educational access and institutional structures under colonial rule encouraged Islamic education to reform its institutions, curricula, teaching methods, and strategies for preserving Islamic identity. These transformations contributed to the development of modern Islamic education in Indonesia. The colonial experience became an important factor in shaping the dynamics of change and the capacity of Islamic education to adapt to social developments and the modernization of the educational system.

Page 4 of 4 | Total Record : 35

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