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Hari Suriadi
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Islamic Studies and Education Journal
Published by PT Suria Academic Press
ISSN : -     EISSN : 31239404     DOI : -
Core Subject : Religion, Education,
Religion Education Other
Islamic Studies and Education Journal is an interdisciplinary, peer-reviewed journal dedicated to exploring the dynamic intersection between Islamic scholarship and the broader field of education. The journal welcomes high-quality research articles, theoretical discussions, and innovative studies that advance understanding in Qur’anic and Hadith studies, Islamic thought, culture, and contemporary issues in Muslim societies, while also embracing diverse perspectives from general education ranging from pedagogy, curriculum development, educational technology, learning innovation, psychology of education, and leadership in educational institutions. By integrating Islamic insights with modern educational developments, the journal aims to foster meaningful academic dialogue, promote transformative research, and provide a platform for scholars, educators, and practitioners worldwide to exchange knowledge that enriches both Islamic discourse and global educational practice.
Arjuna Subject : -
Articles 10 Documents
 1 
Human Rights in Islam: A Comparative Analysis of Western and Islamic Perspectives and Their Application in Contemporary Society Zulkifli
Islamic Studies and Education Journal Vol. 1 No. 1 (2025): Edisi December 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i1.52

Abstract

Human Rights constitute a fundamental issue in contemporary global discourse and are predominantly understood through a Western secular-liberal framework. However, Islam offers a distinct conceptualization of human rights rooted in divine revelation and embedded within the framework of Islamic law (Sharia). This article aims to analyze the concept of human rights in Islam, compare it with the Western conception of human rights, and examine its relevance and application in contemporary society. This study employs a qualitative approach using library research, drawing upon primary sources such as the Qur’an, the Sunnah, the Medina Charter, and the Universal Declaration of Human Rights (UDHR) 1948, as well as relevant academic literature. Data are analyzed through descriptive-analytical and comparative methods, focusing on differences in normative sources, philosophical foundations, and value orientations. The findings reveal that Western human rights are largely anthropocentric and emphasize individual freedom in a relatively absolute manner, whereas Islamic human rights are theocentric, emphasizing a balance between rights and obligations grounded in the principles of monotheism, justice, and public welfare (maslahah). The article concludes that despite fundamental differences, Islamic human rights remain relevant and possess significant potential to be contextualized in modern society through a maqasid al-sharia approach.
Development of Contextual Teaching and Learning (CTL)–Based Digital Instructional Materials Integrated with Islamic Values for Pancasila Education at SDIT Raisya Andre Pandoe; Arwin; Hari Suriadi
Islamic Studies and Education Journal Vol. 1 No. 1 (2025): Edisi December 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i1.56

Abstract

Learning of Pancasila Education in elementary schools remains insufficiently contextual and lacks the utilization of digital media; therefore, it is necessary to develop CTL-based teaching materials integrated with Islamic values to foster students’ national and religious character. This study aims to develop and examine the feasibility of Digital Teaching Materials for Pancasila Education based on the Contextual Teaching and Learning (CTL) approach integrated with Islamic values for Grade IV students at Integrated Islamic Elementary Schools (SDIT). The research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects included teachers and Grade IV students from four SDIT in Padang City: SDIT Arafah, SD Islam Nibros, SDIT Cendekia Andalas, and SDIT Permata. Research instruments consisted of validation sheets for material experts, media experts, and language experts, as well as practicality questionnaires for teachers and students, and learning outcome tests (pretest–posttest). The results showed that the developed product was categorized as highly valid with an average score of 93%, highly practical with a score of 93.5%, and effective in improving students’ learning outcomes with an N-Gain score of 0.75 (high category). Learning using CTL-based digital teaching materials was proven to enhance student engagement, understanding, and character formation, particularly in instilling the values of unity, ukhuwah (brotherhood), ta’awun (mutual help), and amanah (responsibility). Thus, the CTL-Based Digital Teaching Materials for Pancasila Education Integrated with Islamic Values are declared valid, practical, and effective as an innovative instructional resource for Pancasila Education in integrated Islamic elementary schools. This product is expected to serve as a reference for developing contextual and character-based digital learning media in the era of the Kurikulum Merdeka.
Philosophy of Science as an Epistemological Foundation in the Development of Science Muharleni; Yeni Karneli; Puji Gusri Handayani
Islamic Studies and Education Journal Vol. 1 No. 1 (2025): Edisi December 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i1.57

Abstract

The philosophy of science plays a fundamental role as an epistemological foundation in the development of science. This article examines the role of the philosophy of science in shaping the rational and methodological basis of scientific thinking, as well as its implications for innovation and integration of contemporary science. The research method used is a reflective-analytical literature study by examining classical and contemporary literature related to the philosophy of science and epistemology. The results of the study indicate that the philosophy of science not only provides a conceptual framework for the validation and justification of knowledge, but also guides the selection of appropriate scientific methods and facilitates interdisciplinary dialogue. In addition, the philosophy of science plays a crucial role in emphasizing the ethical dimensions and social responsibility in the development of science, especially amidst the increasingly complex and pluralistic challenges of the modern and postmodern eras. Thus, strengthening the philosophy of science is key to encouraging the development of science that is not only innovative, but also holistic and sustainable.
Muhammadiyah and Javanese Culture: A Theological Analysis Jusmiwarti; Marlini T; Ahmad Lahmi; Mursal
Islamic Studies and Education Journal Vol. 1 No. 1 (2025): Edisi December 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i1.58

Abstract

Muhammadiyah's approach to Javanese culture is often the subject of discussion in the context of the relationship between religion and local traditions. The main problem raised in this research is how Muhammadiyah selects, accommodates, and assimilates Javanese traditions with the Islamic theological principles it promotes. This research aims to analyze Muhammadiyah's theological strategy in responding to Javanese traditions and its contribution to Javanese society at large. The method used in this research is a qualitative method with a descriptive-analytical approach. Data was collected through literature studies from relevant primary and secondary sources, including official Muhammadiyah documents, scientific journals, as well as the results of previous research. The research results show that Muhammadiyah adopts a selective approach to Javanese traditions, maintaining cultural elements that do not conflict with Islamic creeds and modifying certain traditions for the sake of da'wah. This approach produces significant contributions in the fields of education and social and cultural arts, as well as creating harmony between religion and local culture. This study emphasizes the importance of dialogue between universal Islamic values and local wisdom as a basis for building an inclusive and civilized society.
Neuroscience and Islamic Values in Learning Strategy Development Ihsan; Ahmad Lahmi; Dasrizal Dahlan; Rosniati Hakim
Islamic Studies and Education Journal Vol. 1 No. 1 (2025): Edisi December 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i1.59

Abstract

Advances in neuroscience have opened new horizons in education, particularly in understanding how the brain works in the learning process. This article examines the integration of neuroscientific findings with Islamic educational values ​​in designing effective, adaptive, and holistic learning strategies. Using a qualitative literature review approach, this article explores the concepts of brain function, the principles of neuroplasticity, and the role of emotions in learning, then links them to Islamic views on reason, spirit, and the formation of a perfect human being. The study results indicate that the learning process is strongly influenced by brain structure and function, including the involvement of emotions and meaningful experiences. Islamic education, through the concepts of reason and heart, aligns with a neuroscientific approach in developing a learning system based on compassion, personalization, and spirituality. Therefore, Islamic teachers and educational institutions need to understand the fundamentals of neuroscience to create adaptive and spiritually meaningful learning.
Brain-Based Learning in Islamic Education: Integrating Neuroscience, Intellect, and Spirituality Ihsan; Ahmad Lahmi; Dasrizal Dahlan; Rosniati Hakim
Islamic Studies and Education Journal Vol. 2 No. 1 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v2i1.134

Abstract

The advancement of neuroscience has contributed significantly to contemporary educational discourse, particularly in understanding how the brain processes information, regulates emotions, and supports learning activities. This study aims to examine the integration of neuroscience and Islamic educational perspectives in developing holistic learning strategies. Using a qualitative approach with a library research design, this study analyzes various classical and contemporary sources related to educational neuroscience, brain-based learning, and Islamic educational thought. The findings indicate that learning is a complex neurobiological process influenced by neuroplasticity, emotional conditions, memory systems, and environmental stimulation. Neuroscientific principles such as contextual learning, multisensory instruction, active participation, and emotionally supportive environments are highly relevant for improving educational effectiveness. Furthermore, Islamic educational concepts concerning ‘aql (intellect), tafakkur (reflection), and insan kamil (holistic human development) demonstrate substantial compatibility with modern neuroscience. The study also reveals that the integration of neuroscience and Islamic values can strengthen educational practices by combining cognitive, emotional, moral, and spiritual dimensions simultaneously. Therefore, neuroscience-informed Islamic education offers a holistic and humanistic educational framework capable of producing learners who are intellectually competent, emotionally resilient, spiritually grounded, and ethically responsible. This integration is expected to contribute to the development of adaptive and transformative educational models in addressing the challenges of twenty-first-century education.
Dalalah al-Alfazh in Hanafi Legal Theory: An Analysis of Explicit and Implicit Textual Indications Mulyadi; Nofik Afriko; Mursal; Abdul Halim Hanafi
Islamic Studies and Education Journal Vol. 2 No. 1 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v2i1.135

Abstract

This study examines the concept of Dalalah al-Alfazh within the framework of Hanafi usul al-fiqh, focusing on the four principal forms of textual indication: al-‘Ibarat al-Nash, al-Isyarat al-Nash, Dalalah al-Nash, and al-Iqtida’ al-Nash. The study aims to analyze the conceptual foundations, methodological characteristics, and legal implications of these categories in the process of Islamic legal derivation (istinbat al-ahkam). Employing a qualitative approach through descriptive-analytical library research, the study explores classical and contemporary works of Islamic legal theory to examine how Hanafi jurists interpret scriptural texts through linguistic and rational methodologies. The findings reveal that al-‘Ibarat al-Nash represents explicit textual meaning, while al-Isyarat al-Nash reflects implicit meanings derived from linguistic structure and logical implication. Dalalah al-Nash extends legal rulings to analogous cases based on shared legal causes (‘illah), whereas al-Iqtida’ al-Nash identifies implied meanings required for the coherence and operability of legal texts. These categories demonstrate the methodological sophistication of the Hanafi school in integrating textual interpretation, rational analysis, and the objectives of Islamic law (maqasid al-shari‘ah). The study further argues that the theory of Dalalah al-Alfazh remains highly relevant in addressing contemporary legal issues, particularly in contexts requiring adaptive and contextual Islamic legal reasoning. Therefore, understanding the various forms of textual indication is essential for developing a comprehensive, dynamic, and methodologically accountable approach to contemporary Islamic jurisprudence.
Religious Moderation from the Perspective of Islamic Law and Its Application in Education Dafril; Syafrianto; Rusydi; Riki Saputra; Sri Wahyuni
Islamic Studies and Education Journal Vol. 2 No. 1 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v2i1.136

Abstract

Religious moderation has become an important discourse in contemporary Islamic studies, particularly in the context of pluralistic societies facing challenges of radicalism, intolerance, and religious polarization. This study aims to analyze the concept of religious moderation from the perspective of Islamic law and examine its application within Islamic education. The study employs a qualitative library research approach by examining various sources related to Islamic teachings, Sharia principles, moderation theory, and educational practices. The findings reveal that religious moderation in Islam is deeply rooted in the concept of wasathiyah, which emphasizes balance, justice, tolerance, equality, and consultation. These values are reflected in the principles of tawassuth, tasamuh, i’tidal, tawazun, musawah, and syura, all of which form the foundation of a moderate Islamic worldview. In the perspective of Sharia and Islamic law, moderation is manifested through flexibility, contextual legal reasoning, and the orientation toward public welfare (maslahah) and justice. The study also shows that the implementation of moderation in Islamic education can be carried out through curriculum development, dialogical learning methods, character education, and the creation of inclusive educational environments. However, the application of religious moderation continues to face challenges such as radicalism, weak religious literacy, politicization of religion, and misconceptions regarding moderation itself. Therefore, strengthening moderation through education is essential in developing Muslims who are faithful, tolerant, inclusive, and capable of contributing to social harmony and peaceful coexistence in multicultural societies.
The Potential and Limitations of Augmented Reality and Virtual Reality in Enhancing Conceptual Understanding Neni Sriwahyuni; Muharleni
Islamic Studies and Education Journal Vol. 2 No. 1 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v2i1.120

Abstract

The rapid advancement of digital technology has encouraged the integration of Augmented Reality (AR) and Virtual Reality (VR) as innovative learning tools capable of providing interactive and immersive learning experiences. However, the effectiveness of these technologies in enhancing conceptual understanding remains inconsistent across educational contexts. This study aims to comprehensively analyze the potential and limitations of AR and VR in learning, particularly regarding students’ conceptual understanding. A qualitative approach employing a Systematic Literature Review (SLR) method was adopted following the PRISMA 2020 guidelines. Data were collected from articles indexed in Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar published between 2015 and 2025. Following the screening and selection process, 36 eligible articles were analyzed using thematic analysis. The findings reveal that AR and VR have significant potential to improve the visualization of abstract concepts, learning motivation, student engagement, and exploration-based learning experiences. Nevertheless, their impact on conceptual understanding is not always consistent and is strongly influenced by instructional design quality, pedagogical integration, learner characteristics, as well as infrastructure readiness and teacher competencies. Furthermore, challenges such as cognitive load, implementation costs, and digital access disparities remain significant barriers to the adoption of immersive technologies in education. This study highlights that the effectiveness of AR and VR depends not merely on technological sophistication but also on their integration with appropriate pedagogical strategies. Therefore, the development of more comprehensive AR- and VR-based learning models is necessary to support meaningful and sustainable conceptual understanding.
Reconstructing Higher Education Perceptions amid the Strengthening of Non-Academic Success Narratives among Indonesian Youth Zulfikar
Islamic Studies and Education Journal Vol. 2 No. 1 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v2i1.165

Abstract

The rapid development of social media has strengthened the dissemination of non-academic success narratives that position wealth, popularity, and entrepreneurial achievement as primary indicators of success. Although numerous studies have examined the relationship between education, social mobility, and youth aspirations, limited attention has been given to how these narratives shape perceptions of higher education among Indonesian youth. This study aims to analyze the shifting meaning of higher education among Indonesian youth and reconstruct its role within the framework of human development and social progress. This research employed a narrative literature review using a sociology of education perspective. A total of 45 academic sources, including journal articles, scholarly books, policy reports, and publications from national and international institutions, were analyzed through qualitative content analysis. The findings indicate that the growing prominence of non-academic success narratives has shifted educational orientation from intellectual and character development toward short-term economic considerations. Higher education is increasingly evaluated through a cost-benefit perspective and compared with alternative pathways to success perceived as faster and more practical. The novelty of this study lies in the integration of educational sociology and digital culture perspectives to explain the changing social meaning of higher education in contemporary society. The findings emphasize the importance of reconstructing higher education as a means of developing competencies, critical thinking, and social responsibility in the digital era.

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