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Makkah: Journal Of Islamic Studies
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 31234437     DOI : -
Core Subject : Religion, Humanities, Education, Art, Social,
Religion Arts Humanities Education Social Sciences Other
Journal of Islamic Studies is a journal for the study and development of Islamic studies. As a medium to: 1) develop science based on literature and empirical results, 2) encourage the birth of new research ideas and actions within the scope of Islamic studies concepts and practices. This journal is a media published which aims to improve the quality and disseminate science in the field of Islamic studies studied in Indonesia, in order to increase the strength and results of educational institutions in Indonesia. This journal specializes in Islamic studies. The manager welcomes contributions in the form of articles from scientists, scholars, professionals, and researchers in Islamic disciplines to be published and disseminated after going through the mechanism of selection of manuscripts, reviewing sustainable partners, and editing processes. All articles published in this journal are the views of their authors and do not represent this journal or its affiliated authors. Makkah: Jurnal Islamic Studies published fourth a year in March, June, September and December.
Arjuna Subject : Umum - Umum
Articles 67 Documents
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RELEVANSI KONSEP KELUARGA SEBAGAI PENDIDIK PERTAMA DALAM FILSAFAT PENDIDIKAN ISLAM DI ERA MODERN Azaliya Putri Azizah; Melisa Nur Alvilayli; , Nafisah R.A; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

The family occupies a strategic position as the first educational institution in the process of shaping a child's personality. However, the rapid development of technology, changes in parenting patterns, and the increasing influence of external environments have weakened the educational function of the family, leading to challenges in the formation of children's moral and spiritual values. This study aims to analyze the role of the family as the first educational institution from the perspective of Islamic philosophy. The research employs a qualitative approach using a library research method. Data were collected from the Qur'an, Hadith, books on Islamic educational philosophy, and relevant scientific journal articles. The data were analyzed through content analysis by identifying key concepts, categorizing themes, and interpreting their philosophical meanings. The findings reveal that, in Islamic philosophy, the family is not merely a biological and social unit but also the primary educational institution responsible for nurturing faith, morality, and character. The family serves as the first environment for preserving and developing the child's innate nature (fitrah) through faith-based education, moral guidance, exemplary behavior, and habituation of worship. In the modern era, strengthening the educational role of the family has become increasingly urgent to address moral challenges arising from globalization and digital transformation. Therefore, the family remains the fundamental foundation for achieving the objectives of Islamic education and developing morally upright individuals.  
ADAB MENCARI ILMU MENURUT IMAM AL-GHAZALI DAN RELEVANSINYA DALAM MEMBENTUK AKHLAK SISWA DI ERA DIGITAL Arrohma; Aisyah Nayla Faza; Naili Zakiyah; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

The rapid development of digital technology has significantly transformed learning processes, while simultaneously creating moral challenges such as declining communication ethics, reduced respect for teachers, cyberbullying, and the spread of unverified information. This study aims to analyze Imam Al-Ghazali’s concept of etiquette in seeking knowledge and its relevance to the formation of students’ character in the digital era. This research employs a qualitative library research method. Data were collected from relevant literature, including Al-Ghazali’s works, scholarly journals, and previous studies, and were analyzed using content analysis techniques. The findings reveal that Al-Ghazali’s concept of learning etiquette is founded upon five main pillars: sincerity of intention, purification of the heart, respect for teachers, diligence in learning, and the application of knowledge in daily life. These values are highly relevant to addressing moral challenges in the digital age, as they contribute to the development of students who are disciplined, responsible, ethical, and wise in utilizing technology. Therefore, integrating Al-Ghazali’s educational values into contemporary digital learning can serve as a strategic foundation for nurturing knowledgeable individuals with strong moral character who are capable of navigating modern technological developments wisely and responsibly.
INTEGRASI MAQASHID AL-SYARIAH DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM UNTUK MENJAWAB DILEMA ETIKA TEKNOLOGI DIGITAL Rodian; Miftahul Jennah; Misnatun Hasanah; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

The development of the digital era has created new challenges for Islamic education, particularly in developing a curriculum that integrates technological advancement with Islamic values. This article aims to analyze the implementation of Al-Maqāṣid Al-Sharī‘ah principles in Islamic education curriculum as an effort to respond to changes and educational needs in the digital era. This study employs a library research method by examining relevant literature, academic journals, and educational documents. The findings indicate that Al-Maqāṣid Al-Sharī‘ah can serve as a foundation for curriculum development by strengthening religious values, improving intellectual development, building students’ character, and encouraging responsible use of technology. The implementation of principles such as ḥifẓ al-dīn (preservation of religion) and ḥifẓ al-‘aql (preservation of intellect) plays an important role in developing students who are not only digitally competent but also possess Islamic ethics and moral values. However, its implementation still faces challenges, including negative impacts of technology and changes in students’ behavior. Therefore, an adaptive curriculum development strategy is needed to ensure that Islamic education remains relevant in facing the demands of the digital era.
REDEFINISI PERAN GURU DALAM PENDIDIKAN ISLAM: DARI PENGAJAR MENJADI PENDIDIK (MURABBI) Muhammad Abdurrahman Izzul Islam; Naufal Dwi Ardianto; Ahmad Baikuni; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

The development of education in the modern era requires a transformation of teachers' roles, no longer limited to transmitting knowledge but also serving as educators who contribute to students’ character and personality development. In the perspective of Islamic education, this role is embodied in the concept of murabbi, an educator responsible for guiding, nurturing, and developing students’ potential in a holistic manner. This study aims to analyze the redefinition of teachers’ roles in Islamic education from mere instructors to educators (murabbi) and to examine its relevance in addressing contemporary educational challenges. The study employs a library research method with a descriptive qualitative approach through the analysis of relevant literature, including books, scholarly articles, and Islamic education journals. The findings reveal that the concept of murabbi positions teachers as role models who not only transfer knowledge but also instill moral, spiritual, and social values in students. The role of teachers as murabbi has become increasingly significant amidst technological advancements and social changes that may influence the character of younger generations. Therefore, strengthening the role of teachers as murabbi is essential to achieving the objectives of Islamic education, namely producing individuals who are knowledgeable, faithful, and possess noble character.    
DAMPAK ORIENTASI BERBASIS STANDAR TERHADAP TUJUAN SPIRITUAL PENDIDIKAN ISLAM Firdaus Amalia Sholehudin; Fika Anjana; Kharimah Yunisaputri; Intan Aprilia Putri; Rifqi Khairul Anam
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

The standard-based curriculum has been widely implemented to improve educational quality, accountability, and effectiveness through measurable learning outcomes. However, within the context of Islamic education, this orientation presents challenges because the primary objective of education extends beyond academic competence to include the development of faith, piety, noble character, and students' spiritual awareness. This study aims to analyze the characteristics of the standard-based curriculum, examine its impact on the spiritual objectives of Islamic education, and formulate an integrative perspective for curriculum development. The research employed a qualitative approach using a library research method. Data were collected from books, national and international journal articles, and educational policy documents, and analyzed through content analysis. The findings indicate that a standard-based curriculum contributes positively to improving instructional quality, educational planning, assessment, and institutional accountability. Nevertheless, an excessive emphasis on achieving academic standards tends to reduce attention to the internalization of spiritual values, character formation, and moral development. Therefore, Islamic education curriculum development should adopt an integrative approach that balances academic competency with spiritual formation through effective learning strategies, habituation, exemplary practices, and comprehensive assessment systems. Such an approach is expected to produce graduates who are not only academically competent but also possess strong spiritual values and Islamic character.  
PENYALAHGUNAAN STIKER WHATSAPP SEBAGAI SARANA PENGHINAAN DALAM PERSPEKTIF HUKUM PIDANA ISLAM DAN PASAL 27A UNDANG UNDANG INFORMASI TRANSAKSI ELEKTRONIK (UU ITE) Achmad Achmad; Miftahul Ulum; Nasiri Nasiri
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

Penelitian ini membahas penyalahgunaan stiker WhatsApp sebagai sarana penghinaan dalam komunikasi digital, khususnya dalam perspektif hukum pidana Islam dan Undang-Undang Informasi dan Transaksi Elektronik (UU ITE). Perkembangan teknologi informasi telah membuka ruang baru dalam komunikasi, namun juga menimbulkan tantangan hukum terkait perlindungan kehormatan dan nama baik individu. Penggunaan stiker tanpa izin, terutama yang memuat wajah orang lain, dapat berdampak negatif secara sosial dan psikologis, terutama bagi Generasi Z yang aktif di media sosial. Penelitian ini menggunakan metode hukum normatif dengan fokus pada studi literatur dan analisis data sekunder untuk mengkaji penyalahgunaan stiker WhatsApp sebagai bentuk penghinaan dalam komunikasi digital. Melalui pendekatan analisis kasus dan aspek hukum, penelitian ini meninjau relevansi Pasal 27A UU ITE serta pandangan hukum pidana Islam terhadap tindakan tersebut. Sumber hukum yang digunakan meliputi bahan primer seperti undang-undang, serta bahan sekunder berupa literatur dan hasil riset sebelumnya, yang dikumpulkan melalui studi kepustakaan dan dianalisis secara sistematis. Hasil penelitian menunjukkan bahwa penyalahgunaan stiker WhatsApp sebagai sarana penghinaan merupakan pelanggaran serius baik secara sosial, etika, maupun hukum. Dalam hukum pidana Islam, tindakan ini termasuk jarîmah ta’zir yang merusak kehormatan dan martabat individu, sedangkan dalam hukum positif Indonesia, khususnya Pasal 27A UU ITE, perbuatan tersebut dapat dikenai sanksi pidana. Penggunaan stiker yang mengandung unsur penghinaan, terutama dengan memanfaatkan foto orang lain tanpa izin, juga melanggar hak privasi dan data pribadi. Oleh karena itu, diperlukan kesadaran hukum dan etika digital dalam berkomunikasi agar tercipta ruang digital yang sehat dan menghormati hak setiap individu.
EDUCATION A PESANTREN BASED CURRICULUM DEVELOPMENT MODEL FOR ISLAMIC RELIGIOUS: A CASE STUDY AT MI AL-AZHAR MENGANTI Barudin; Mulyadi
Makkah: Journal Of Islamic Studies Vol. 2 No. 2 (2026): Juni
Publisher : Makkah: Journal Of Islamic Studies

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This study aims to analyze the curriculum development model of Islamic Religious Education (PAI) in a pesantren-based madrasah and to identify the gap between the ideal curriculum model and pedagogical reality in the field. A qualitative case study approach was employed at MI Al-Azhar Menganti, Gresik, which operates under the Darul Ihsan Islamic Boarding School Foundation. Data were collected through semi-structured interviews with the Curriculum Coordinator and Deputy Coordinator, then analyzed thematically and mapped onto three curriculum development models: the Tyler model, the Taba model, and the Grass Roots model. The findings indicate that the development of the PAI curriculum in this madrasah follows a hybrid pattern: the curriculum structure is top-down, following Tyler's logic and referring to the Merdeka Curriculum and the Minister of Religious Affairs Decree; pesantren-based content such as Qur'anic reading and writing, akhlak (morals), and ubudiyah (worship practices) reflects the spirit of the Grass Roots model, while a systematic student-needs diagnosis in the manner of Taba has not yet been formally institutionalized. The most prominent gap was found in the utilization of technology and artificial intelligence (AI), which teachers have begun to explore informally but which remains constrained by limited internet infrastructure, uneven digital competence among senior teachers, and pesantren concerns over the displacement of talaqqi (direct teacher-student transmission of values). The study recommends strengthening annual needs-diagnosis mechanisms, developing a gradual AI-integration roadmap, providing differentiated digital-literacy training, and systematically documenting curriculum evaluation on an ongoing basis.

Page 7 of 7 | Total Record : 67

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