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RACHMAD RIZAL YULIANTO
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An-Nahdloh: Journal of Education and Islamic Studies
Published by Universitas Islam Raden Rahmat Malang
ISSN : -     EISSN : 31098614     DOI : 10.58788
Core Subject : Religion, Education,
Religion Education
AN-NAHDLOH: Journal of Education and Islamic Studies, published by the Master of Islamic Religious Education (MPAI) Postgraduate Program, Raden Rahmat Islamic University (UNIRA) Malang. This journal is published three times a year (January, May, and September). This journal features articles on research results and conceptual studies in Islamic education, both in Indonesia and abroad. Therefore, the editor invites academics, lecturers, and researchers to contribute to this journal. Articles are submitted in Indonesian, English, and Arabic.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 136 Documents
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Perbedaan Pendapat Ulama tentang Pengguguran Kandungan Sebelum dan Sesudah 120 hari dalam Perspektif Fiqih Islam Akmal Kautsar; Ucu Ucu; Naswa Khairunisa
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study discusses the differences in opinion among Islamic scholars regarding the law of abortion before and after 120 days of pregnancy from the perspective of Islamic jurisprudence. The issue of abortion is continuously debated because it relates to aspects of religion, morality, health, and the right to life of the fetus. In Islam, scholars agree that abortion after the breath of the soul at 120 days is forbidden except in emergencies to save the mother's life. However, before 120 days, there are differences of opinion among scholars of various schools of thought regarding the permissibility of abortion. This study uses a library research method (literature research) with a normative approach through analysis of the Qur'an, hadith, fiqh books, fatwas of scholars, and relevant scientific journals. Previous research shows that the Hanafi school tends to provide leniency before 120 days under certain conditions, while some Shafi'iyah and Malikiyah scholars are stricter in prohibiting abortion from early pregnancy. The research results show that differences of opinion among Islamic scholars are influenced by differing understandings of the human creation process, the timing of the soul's instillation, and the use of the legal istinbath method. Despite these differing views, most scholars maintain that protecting the soul (ḥifẓ an-nafs) is the primary objective of Islamic law. Therefore, abortion is only permissible in emergencies that truly threaten the mother's life.   Keywords: Abortion, Islamic Jurisprudence, 120 Days, Fetus, Islamic Law
Sejarah Reformasi Pendidikan Islam di Universitas Al-Azhar dan Jejak Pengaruhnya di Masa Kontemporer Adiska Nur Anggraeni; Aniqo Shofia Rahma; Meli Astutianingsih; Mukhammad Yusuf Abdul Fattah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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This study aims to map the historical transformation of Islamic educational reform at Al-Azhar University in Cairo and analyze its impact on contemporary Islamic educational practices. A qualitative approach using historical-analytical methods was employed through library research, analyzing secondary and tertiary data sources such as academic journals, books, and encyclopedias. The research findings reveal three complementary patterns of reform: modernization oriented toward the European educational system, which incorporated rational sciences and natural sciences into the curriculum; the purification of Islamic teachings through the revival of ijtihad, which opposed the culture of taqlid and encouraged critical and dialogical thinking; and the internalization of the values of nationalism and local cultural identity as the foundation for national character building. Figures such as Muhammad Ali Pasha, Jamaluddin Al-Afghani, Muhammad Abduh, and Rifa’ah al-Tahtawi played a crucial role in dismantling the dichotomy between religious and secular knowledge, and in laying the foundations for a rational and contextual pedagogy. The pinnacle of structural reform was achieved through Law No. 103 of 1961, which integrated Al-Azhar into the framework of a modern university. In the contemporary context, the legacy of this reform is manifested in curriculum integration, the strengthening of religious moderation (wasatiyyah), and the adoption of digital technology in learning. This study concludes that Al-Azhar’s reform model, which synthesizes classical scholarly traditions (turath) with modernity, can serve as a strategic framework for developing adaptive and holistic Islamic education in the 21st century.   Keywords: Al-Azhar University, Educational Reform, Islamic Education, Islamic Modernization, Muhammad Abduh
Geneologi Intelektual Reformasi Iran 1979 Restu Restu; Muhammad Miftah Gunawan; Novita Dwi Nur Hidayati
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This study describes the dynamics of the revolution led by Ayatollah Khomeini against the Shah Pahlavi regime and its impact on the community's socio-religious life. It examines the intellectual genealogy of the 1979 Iranian Revolution. This study discusses the transformation of the monarchical political system into an Islamic Republic triggered by the failure of development policies that are not in line with local traditional values. The research method used in this study is historical research with a qualitative-descriptive nature. Secondary data is systematically collected from various authentic literature to reconstruct past events. The analysis is conducted using a historical sociology approach to explore the causal relationship among modernization, religion, and social change. The results of the study show that the Iranian Revolution was triggered by the White Revolution policy, which tended to be top-down and westernization, thus creating economic disparities and socio-religious tensions. Intellectually, the integration of the concept of Wilayat al-Faqih by Ayatollah Khomeini and the thoughts of Ali Shari'ati succeeded in transforming the Shia tradition into an effective political ideology in mobilizing the masses. Post-revolution, Iran underwent a complete restructuring, encompassing an Islamic-based education system, a strengthening of theocratic-democratic identity, and the implementation of a strategy of economic resistance in the face of international sanctions. Despite successfully achieving national independence, the current regime faces challenges of dual identity among the younger generation and complex macroeconomic pressures.   Keywords: Intellectual Genealogy, Iranian Revolution 1979, Wilayat al-Faqih
Pengembangan Multimedia dan Video Pembelajaran sebagai Inovasi Pembelajaran Pendidikan Agama Islam Shakilla Zerlindah Maulana; Ananda siti Nurpadilah; Teguh Maulana; Denissa Aulia Ramadhani
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This research seeks to examine the progression of multimedia and educational videos as an advancement in Islamic Religious Education (PAI). The study employs a qualitative methodology utilizing a library research technique by gathering information from scholarly journals, books, and pertinent academic references. Techniques for gathering data involve reading, recognizing, and categorizing literature, whereas data analysis employs content analysis to achieve a thorough comprehension of the subject. The findings of this research suggest that multimedia and educational videos significantly enhance the quality of PAI education. Utilizing multimedia can foster a more interactive, captivating, and efficient learning atmosphere, thus enhancing students' enthusiasm and comprehension of educational content. Educational videos additionally facilitate the illustration of abstract religious ideas in a more tangible and contextual way. Nonetheless, the execution of multimedia learning still encounters various obstacles, including inadequate technological infrastructure, low digital skills among educators, and insufficient institutional backing. To address these challenges, strategic actions are essential, such as enhancing teacher skills, ensuring proper facilities, and incorporating multimedia with interactive learning techniques. Thus, the creation of multimedia and educational videos can act as a powerful innovation in improving the standard of Islamic Religious Education in the digital age.   Keywords: Islamic Religious Education, Learning Innovation, Learning Video, Multimedia, Student Understanding
Kontekstualisasi Metode Tarbiyatul Aulad Abdullah Nashih Ulwan bagi Anak Disabilitas dalam Perspektif Pola Asuh Baumrind Azmi Izuddin; Farahana Zahro Aini; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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Abstract

This study examines the educational framework proposed by Abdullah Nashih Ulwan in Tarbiyatul Aulad fil Islam and its applicability to children with disabilities, analyzed through the lens of Diana Baumrind's parenting style theory. Employing a qualitative descriptive methodology with a library research design, this study draws on primary sources from the foundational works of both scholars. Data were analyzed through content analysis using comparative and syncretic techniques to identify convergence between classical Islamic educational values and contemporary developmental psychology. The findings reveal that Ulwan's five educational methods are: modeling (al-qudwah), habituation (al-'adah), admonition (al-mau'idzah), attentiveness (al-mulahazah), and disciplinary consequence (al-'uqubah). Exhibit a strong structural correspondence with Baumrind's authoritative parenting typology, which is characterized by the integration of high demandingness and high responsiveness. This synthesis yields a disability-inclusive model of Islamic Religious Education, wherein the independence and spiritual resilience of students with special needs are cultivated through a disciplinary framework that is simultaneously Sharia-grounded, democratic, and empathetic. The resulting paradigm, termed Authoritative-Religious, provides a theoretical foundation demonstrating that classical Islamic educational values retain their relevance and efficacy in addressing the pedagogical challenges of contemporary inclusive education.   Keywords: Abdullah Nashih Ulwan, Diana Baumrind, Disability Education, Inclusive Islamic Education
Efektivitas Media Zep Quiz dalam Meningkatkan Minat Belajar PAI di SMP Negeri 1 Ketanggungan Hayatun Husna Amalia; Harisatunnisa Harisatunnisa
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This study evaluates the effectiveness of using Zep Quiz media in boosting student learning interest at SMP Negeri 1 Ketanggungan. The author based this research on the low enthusiasm for learning in Islamic Religious Education (PAI) and Character Building subjects due to the implementation of conventional methods that lack interaction. To address this problem, this research applied a quantitative approach through a quasi-experimental method with a Nonequivalent Control Group design involving an experimental class and a control class. The researchers collected research data comprehensively through a learning interest questionnaire, direct observation, and documentation techniques. Next, the research team processed all the data obtained using statistical analyses, including normality tests, hypothesis tests, and N-Gain calculations. The final data showed a significant surge in interest in learning in the experimental class. The high post-test scores and N-Gain values ​​​​prove that the Zep Quiz platform successfully creates an interactive and enjoyable classroom atmosphere. This research concludes that the use of Zep Quiz is very effective in igniting learning enthusiasm and is an innovative digital media option.   Keywords: Zep Quiz, Interest In Learning, Islamic Education, Learning Media
Reformasi Pendidikan Islam di Semenanjung Melayu: Studi Perbandingan Karakteristik Sistem Pondok Tradisional dan Madrasah Abad Ke 20 Khaerotun Nisa; Raida Sulistiya; Saif ‘Abdul Fatah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This article examines the transformation of Islamic education in the Malay Peninsula through a comparative analysis of traditional pondok systems and 20th-century madrasah. Employing a qualitative approach with descriptive- analytical design and comparative method, the study reconstructs historical dynamics through literature review. Findings indicate that this educational shift was driven by five interrelated factors: state educational policies, socio- cultural changes, demands for modernity and standardization, economic dynamics, and initiatives from ulama and Islamic organizations. Characteristically, traditional pondoks relied on centralized kiai authority, classical text- based curricula, and personalized sorogan and bandongan methods. In contrast, the 20th-century madrasah adopted formal administration, integrated religious and general curricula, classical classroom instruction, and specialized teaching roles. The reform generated educational dualism, fostered nationalist consciousness, shifted reasoning from taqlid to ijtihad, and expanded learning opportunities for women. Essentially, this transformation reflects an adaptive strategy through which Malay Muslims engaged modernity while preserving traditional scholarly heritage, laying the intellectual groundwork for contemporary Islamic education in the region.   Keywords: 20th-century madrasah, Islamic education, Traditional Pondok, Educational Reform, Malay
Akulturasi Islam dan Budaya Jawa dalam Tradisi Kupatan 15 Ruwah dan 7 Syawal Masyarakat Tuban Mustafa Ali Maskur; Atalafairus Iklil Warsanda; Nurul Hakim
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This study aims to analyze the dynamics of acculturation between Islamic doctrines and Javanese culture within the Kupatan 15 Ruwah and 7 Syawal traditions in the Tuban community. The Kupatan tradition is explored as a socio-religious practice rich in symbolic and spiritual significance that remains preserved today. Employing a qualitative case study design, data were gathered through field observations, in-depth interviews, and documentation. The findings reveal that the Kupatan 15 Ruwah and 7 Syawal traditions represent a harmonious synthesis of normative Islamic values and local Javanese wisdom. Kupatan 15 Ruwah is oriented toward prayer and spiritual preparation for Ramadan, aligning with the Islamic concept of self-reflection (muhasabah). Conversely, Kupatan 7 Syawal actualizes gratitude, social cohesion (silaturahmi), and community philanthropy through post-fasting sharing rituals. Semiotically, the morphology of the ketupat constructs profound philosophical meanings, such as acknowledging faults (ngaku lepat) and seeking spiritual purification, which closely resonate with Islamic tenets. Furthermore, this rite functions as an effective and persuasive strategy for cultural da'wah. However, the currents of modernization pose unique sociological challenges, particularly the risk of value degradation and declining participation among the younger generation. This study concludes that the Kupatan tradition in Tuban is not merely a ceremonial heritage but a vital integration of religion and culture that demands preservation. This research is expected to contribute to local wisdom-based Islamic studies and reinforce collective awareness in safeguarding religiously grounded traditions.   Keywords: Acculturation, Islam, Javanese culture, Kupatan tradition, Tuban
Implementasi Nilai Tasamuh dan Ukhuwah Islamiyah dalam Pembelajaran Akidah Akhlak Kelas VII di MTs Negeri 1 Banyumas pada Masyarakat Multietnis: Analisis Interseksionalitas Salma An Naafi; Muh Hanif
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This study explores the implementation of tasamuh (tolerance) and ukhuwah Islamiyah (Islamic brotherhood) values in the teaching of Akidah Akhlak for seventh-grade students at MTs Negeri 1 Banyumas, a madrasah characterized by ethnic diversity. Using an intersectionality perspective, the research examines how religious, cultural, and social factors intersect and shape educational experiences. The chosen method is descriptive qualitative, with data collected through field observation, in-depth interviews with teachers, the head of the madrasah, and students, and document analysis. Data analysis followed stages of data reduction, presentation of findings, and conclusion. The results indicate that tasamuh and ukhuwah Islamiyah values are consistently integrated across the full cycle of teaching and learning, from lesson planning and classroom implementation to evaluation. Teachers cultivate tolerance by linking material to students’ social realities, using polite language, providing equal learning opportunities, and fostering respect for ethnic and social differences. Interactions among students occur harmoniously without signs of discrimination during the learning process. Beyond classroom practices, school culture initiatives such as the three-S program (smile, greet, and say hello) help strengthen an inclusive climate that centers human values in education. From an intersectionality standpoint, Akidah Akhlak instruction not only shapes students’ religious dimensions but also reinforces social relations within this multiethnic school environment.   Keywords: Aqidah Akhlak, Intersectionality, Multiethnic Society, Tasamuh, Ukhuwah Islamiyah
Model Pembelajaran Aqidah dan Akhlak Integratif-Inklusif Berbasis Teknologi Digital dalam Membangun Sikap Moderasi Beragama Peserta Didik Aisyah Puan Maharani; Muhammad Misbah; Muhammad Royhan Assaiq
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
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This study explores the transformation of Aqidah and Akhlak learning through an integrative–inclusive learning model based on digital technology in fostering students’ religious moderation attitudes in the digital era. The study is motivated by the tendency of Islamic Religious Education learning to remain normative and conceptual, thus limiting its ability to address contemporary socio-religious challenges, particularly issues of plurality and digital culture development. The informants in this study were Islamic Religious Education teachers and secondary-level students who were directly involved in the implementation of digital technology-based learning. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing. The findings indicate that the integration of digital technology transformed Aqidah and Akhlak learning into a more reflective, dialogical, participatory, and contextual learning process. The utilization of digital media such as interactive videos, online discussion forums, and technology-based collaborative projects increased students’ engagement while fostering tolerance, respect for differences, and awareness of religious moderation both within the school environment and in broader digital spaces. The novelty of this study lies in the development of an integrative–inclusive Aqidah and Akhlak learning model that positions digital technology not merely as a learning medium, but also as a pedagogical space for internalizing the values of religious moderation in a global context.   Keywords: Aqidah and Akhlak Learning, Integrative–Inclusive, Digital Technology, Religious Moderation, Islamic Religious Education

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