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As-Sulthan Journal of Education
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 30638313     DOI : -
Core Subject : Education, Social,
Education Social Sciences
As Sulthan Journal of Education (ISSN 3063 8313) is a peer reviewed open access journal that publishes high quality research articles in the field of education. The journal operates under a double blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. As Sulthan Journal of Educational journal focused on exploring the dialogue between research and practice in educational settings. This journal publishes a range of studies in the fields of research, experience, and perspectives on various aspects of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal welcomes articles from various approaches and methods and encourages submissions from the broader fields of education and learning from around the world. As Sulthan Journal of Education is committed to advancing the understanding of education and its role in society. We welcome original research articles, literature reviews, case studies, and conceptual papers that contribute to the body of knowledge in education. As Sulthan Journal of Education is published four times a year, in January, March, May, July, September, November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 165 Documents
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THEMATIC INTERPRETATION AS AN INTEGRATIVE ‎EPISTEMOLOGICAL MODEL FOR CONTEMPORARY ‎ISLAMIC RELIGIOUS EDUCATION Fadly, Ahmad; Kustati, Martin; Bashori
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Abstract

The rapid advancement of contemporary sciences often neglects ethical and spiritual foundations, creating a gap between scientific progress and Qur’anic guidance. Previous studies on tafsir maudhu’i have focused on methodology and thematic application but have not systematically developed an integrative epistemological model relevant to Islamic education. This study aims to formulate the Integrative Epistemology of Tafsir Maudhu’i as a conceptual framework for bridging revelation with modern sciences and educational practices. Employing a qualitative library research design, the study analyzes classical tafsir, contemporary exegetical works, and recent scholarly contributions, supported by descriptive, comparative, and normative-contextual analysis. The findings reveal that tafsir maudhu’i integrates normative Qur’anic values, epistemological principles, and practical applications in addressing contemporary challenges such as artificial intelligence ethics, bioethics, environmental sustainability, and religious pluralism. The research advances tafsir studies by introducing a new epistemological model that unites text, reason, and social reality. This model offers practical guidance for Islamic Religious Education curricula, policymaking, and interdisciplinary dialogue between religion and science. The study concludes that tafsir maudhu’i is not merely a hermeneutical method but also an alternative epistemology capable of renewing Islamic thought and contributing to global ethical discourse.
PRINSIP-PRINSIP BELAJAR DAN PEMBELAJARAN DALAM PERSPEKTIF TEORI PENDIDIKAN MODERN Sahrani, Ridwan; Muflih Naufal Irfan; Yuspiani
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Modern education positions the learning process as an active and reflective activity centered on the learner. Learning is no longer understood as a one-way knowledge transfer process, but rather as a dynamic interaction between learners, teachers, and the learning environment. This paper discusses the concepts of learning and teaching in modern education, the theories that underlie them, and the implications of applying modern educational principles to contemporary learning practices. The study was conducted through a literature analysis of various relevant studies in the last five years that highlight the importance of constructivism, humanism, and connectivism as the foundation for developing a modern learning system. The results of the discussion indicate that modern education demands a paradigm shift from teacher-centered learning to student-centered learning that emphasizes independence, collaboration, creativity, and lifelong learning. The application of these principles has a significant impact on improving the quality of learning, teacher competence, and active student involvement in the learning process. The implications of this research indicate that the success of modern education is highly dependent on teachers' ability to facilitate a learning environment that is adaptive to technological developments and the needs of the times.
INTEGRATING LOCAL CULTURE AND ISLAMIC EDUCATION FOR CONTEXTUAL CHARACTER IN WEST SUMATRA Rego, Dipalpa; Kustati, Martin; Bashori; Rahman Suyatno, Harif
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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The phenomenon of moral degradation and character crisis among the younger generation demands a transformation of Islamic education to become more contextual and rooted in local culture. This article aims to examine a new paradigm of integrating Minangkabau culture and Islamic education in shaping contextual character in West Sumatra. The study employs a qualitative method through library research and content analysis of relevant literature on ethnopedagogy, the philosophy of “Adat Basandi Syarak, Syarak Basandi Kitabullah”, and Islamic educational theory. The findings reveal that integrating local values such as deliberation (musyawarah), modesty (malu), and mutual cooperation (gotong royong) with Islamic principles such as syura, al-hayā’, and ta’awun produces an educational model that is religious, humanistic, and adaptive to social dynamics. Islamic education based on local wisdom strengthens cultural identity, shapes moral character, and promotes religious moderation and social harmony. This paradigm affirms that Islam is not merely a theological norm but a living culture that guides the formation of insan adabi the civilized human. Therefore, the integration of Minangkabau cultural values and Islamic education offers a contextual educational model relevant to strengthening the moral and spiritual foundation of the younger generation in the global era.
JAMINAN ILAHI DAN KETAHANAN UMAT DALAM PENDIDIKAN ISLAM : EKSPLORASI KRITIS TERHADAP NARASI HADIST QUDSI Nurhalim; Irawan, Robi; Muhammad Akmansyah
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Muslim concerning divine assurance (Divine Assurance) for the endurance of the Muslim ummah. Employing a qualitative library research method with a hermeneutic approach, this research analyzes classical commentaries and contemporary interpretations to explore the relevance of the hadith to Islamic education and community resilience. The findings reveal that divine assurance emphasizes collective protection rather than individual immunity, signifying that the strength of the ummah lies in unity, moral integrity, and spiritual awareness. Internal division, moral degradation, and loss of faith are identified as dominant factors that threaten Islamic civilization. The study also finds that the hadith provides a pedagogical foundation for strengthening Islamic brotherhood., Islamic ethics, and character formation through education based on faith and morality. The conclusion asserts that Islamic education must serve as an instrument of ummah resilience, integrating faith, knowledge, and ethics to produce the man of adab humans of virtue, intellect, and social responsibility capable of preserving unity and reviving Islamic civilization amid modern global challenges.
KONSEP TAZKIYAH AL-NAFS DALAM PENDIDIKAN ISLAM DAN RELEVANSINYA DENGAN TEORI SELF-ACTUALIZATION ABRAHAM MASLOW Nurulhayati, Evi Luthfi; Mahawi; Ghani, Siti Jubaedah; Kurahman, Opik Taufik
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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This study aims to analyze the concept of Tazkiyah al-Nafs in Islamic education and its relevance to Abraham Maslow's Self-Actualization theory. Using a qualitative approach with library research methods, this study examines primary and secondary sources related to both concepts. The results show that Tazkiyah al-Nafs which is the process of soul purification through the stages of takhalli (cleansing), tahalli (embellishment), and tajalli (illumination) has significant convergence with Maslow's hierarchy of needs toward self-actualization. Both concepts emphasize the importance of developing human potential gradually and holistically. However, the fundamental difference lies in their ultimate goals: while self-actualization focuses on the actualization of human potential, Tazkiyah al-Nafs leads to the achievement of ma'rifatullah (knowledge of God) and His pleasure as a transcendental goal. The findings of this study offer an integrative model that can enrich educational practices by combining the dimensions of Islamic spirituality and modern humanistic psychology.
THE TRANSFORMATION OF IJTIHAD AND FATWA IN THE ERA OF ARTIFICIAL INTELLIGENCE: AN EPISTEMOLOGICAL AND TECHNOLOGICAL STUDY Rego, Dipalpa; Samad, Duski; Firdaus
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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The rise of Artificial Intelligence (AI) has significantly influenced Islamic legal reasoning, particularly in data processing, textual analysis, and the acceleration of jurisprudential decision-making. This study examines how AI reshapes methodological approaches to ijtihād, redefines the authority of fatwa institutions, and interacts with the epistemological foundations of Islamic law. Employing a qualitative method through literature review, the research engages classical usūl al-fiqh texts and contemporary works on AI and Islamic ethics. The findings reveal that AI acts as an assistant to ijtihād by enhancing analytical efficiency, yet it cannot replace human jurists due to its inability to comprehend maqāṣid, moral judgement, and socio-cultural context. The study also identifies the need for a “collective AI-assisted ijtihād model” to maintain accuracy, objectivity, and normative legitimacy. It concludes that AI must operate within the framework of maqāṣid al-sharīʿah and digital ethics to ensure that fatwas remain valid, adaptive, and accountable.
INTEGRASI NILAI KEUTAMAAN UMAT ISLAM DALAM KURIKULUM PENDIDIKAN ISLAM SUATU ANALISIS KONSEPTUAL HADITS QUDSI Miqdad Abdussalam, Muhammad; Sartika, Dewy; Akmansyah, Muhammad; Syahril, Sultan
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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This research aims to analyze the integration of the values of excellence for the Muslim ummah in the Islamic education curriculum through a conceptual study of the first Qudsi hadith. The approach employed is literature-based conceptual analysis, examining various sources such as journals, articles, and classical texts. The research findings indicate that the Qudsi hadith plays a significant role in strengthening the spiritual, moral, and social dimensions of Islamic education. The values contained within it, such as mercy, justice, patience, and sincerity, not only enrich theological understanding but can also be integrated as core competencies in the Islamic education curriculum. This integration fosters the balanced character development of students across cognitive, affective, and spiritual aspects. Furthermore, the Qudsi hadith serves as a moral foundation for instilling universal values like compassion, social responsibility, and civilized justice. Thus, reinforcing the values of excellence for the ummah through education becomes a crucial strategy in building a generation of Muslims who are noble in character, moderate, and relevant to global challenges.
GAMIFICATION IN ISLAMIC RELIGIOUS EDUCATION: STRENGTHENING ISLAMIC CHARACTER BUILDING THROUGH LEARNING THE PROPHET'S SIRAH AT AISYIYAH ELEMENTARY SCHOOL IN CINDOGO, BONDOWOSO Nabilah, Maryam; Sutriani; Dina Mardiana
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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This qualitative case study examines the application of gamification in Islamic Religious Education (PAI) at Aisyiyah Cindogo Bondowoso Elementary School, focusing on the Sirah Nabawiyah material to strengthen character building and learning motivation of elementary school students. Using the Sygma Daya Insani package, the weekly 90-minute Sirah Nabawiyah Club session incorporates game elements—such as points, badges, quests, and collaborative challenges—into three stages: a reflective opening, game-based Exploration, and character dialogue. Data were obtained through participant observation, in-depth interviews with seven informants, document analysis, and focus group discussions. These data were then analyzed thematically with triangulation to ensure validity. The results show significant improvements in five dimensions of Islamic character—self-confidence, caring, honesty, discipline, and empathy—as evidenced by active participation, honest reporting, and positive behavioral changes at home. Gamification transforms passive memorization into an immersive and meaningful learning experience, connecting the exemplary values ​​of the Prophet Muhammad with real-life practices. This research confirms the role of gamification as a differentiated pedagogy that is inclusive and relevant to the needs of 21st-century Islamic Education (PAI). Further research is recommended to develop open-source and low-tech gamification models for broader replication.
HOW UNIVERSITY EFL LEARNERS PERCEIVE GRAMMAR IN PRODUCTIVE SKILLS Juwita, Marisa; Jailani, Ahmad; Kurniati
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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This study explored English education students' perceptions of Grammar in Productive skills. Using qualitative approach, the study had 25 university students as participants selected through purposive sampling. The data were collected using an interview, and then analyzed using qualitative analysis. The findings of the study revealed that some students consider grammar as a very important aspect in productive skills. However, there is also flexibility in the use of grammar. As in speaking, grammar is used depending on the context whether formal or informal. In addition, many students said that they always have difficulties in using grammar often caused by lack of vocabulary, anxiety in speaking, and lack of confidence.
THE ROLE OF LONG-TERM MEMORY IN QUR'AN LEARNING: COGNITIVE NEUROSCIENCE PERSPECTIVES Permadi, Adi; suyadi
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
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Memorizing the Qur’an (tahfidz) constitutes a fundamental practice within Islamic education that integrates spiritual discipline with complex cognitive mechanisms. This study investigates the role of long-term memory in tahfidz learning through a cognitive neuroscience framework. Employing a literature review approach, the analysis synthesizes scholarly sources in neuroscience, cognitive psychology, and Islamic pedagogy to elucidate how memory processes—encoding, consolidation, storage, and retrieval—operate in Qur’anic memorization. The reviewed evidence indicates that neural structures including the hippocampus, prefrontal cortex, medial temporal cortex, and amygdala play essential roles in organizing, stabilizing, and retrieving memorized verses. Empirical findings also support the effectiveness of strategies such as spaced repetition, mushaf-based visual mapping, semantic association, and mnemonic patterning in strengthening synaptic connectivity and retention. Furthermore, emotional regulation and spiritual engagement are shown to facilitate memory consolidation via activation of the limbic system, while restorative sleep, peer interaction, and collaborative learning in halaqah settings enhance long-term recall. Collectively, these insights demonstrate that tahfidz represents a holistic neurocognitive process that synergistically integrates devotional motivation, affective states, and memory system dynamics. The study underscores the pedagogical significance of developing neuroscience-informed tahfidz methodologies that align cognitive, emotional, and spiritual elements within instructional design. Future research opportunities include experimental neuroeducation models to quantitatively evaluate the efficacy of memory-enhancement protocols in broader Islamic learning contexts.

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