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Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 30633389     DOI : https://doi.org/10.61166/ahnaf.v1i1.9
Core Subject : Religion, Education,
Religion Education Other
Al Ahnaf: Journal of Islamic Education, Learning and Religious Studies is a peer reviewed journal published by Penerbit Hellow Pustaka in Collaboration with STAI Pelabuhanratu. The journal is a scientific journal that focuses on interdisciplinary exploration of Islamic Education, Learning and Religious Studies. The journal provides a platform for academics, researchers, and practitioners to publish the latest research findings, theoretical studies, and critical analyses related to Islamic Education, Learning and Religious Studies. The scope of this journal is as follows Islamic Education, teaching and religion in general in the formal, non formal and informal fields, Empirical studies on the influence of religion on student learning outcomes. Theoretical analysis of general Islamic education, multiculturalism and religious pluralism. Case studies on the implementation of general Islamic education and teaching, religion in various countries. Research on the development of a curriculum that integrates general education and religion. Articles about teachers experiences and challenges in teaching in public and religious and diverse environments.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025)" : 5 Documents clear
AL-HUKM DAN AL-HAKIM: PRINSIP UTAMA DALAM SYARIAT ISLAM : Pengertian Hukum (al-hukm), Pembagian Hukum (al-hukm), Pengertian Pembuat Hukum (al-hakim) Ahmad In'am Awaluddin
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i2.10

Abstract

This study discusses al-hukm and al-hakim as the main principles in Islamic law. Law is a text or texts contained in the Qur'an and Hadith that regulate the guidelines for human life, which are texts or decrees originating from Allah SWT and His Messenger relating to the deeds of mukallaf, whether in the form of commands, prohibitions, or recommendations to do or refrain from doing something. Law or al-hukm is divided into two types, namely, first, taklifi law, which is the word of Allah SWT (the book of Allah) relating to all the deeds of mukallaf, both in terms of iqtidha' and takhyir. Second, wadh'i law is a command from Allah in the form of provisions established by Allah, which do not directly regulate the actions of mukallaf, but are also related to the actions of mukallaf. Then, in addition to that, there is also al-hakim or judge, which in fiqh terminology is also used for people who have decided on the law in court. Meanwhile, in the study of usul fiqh, the judge is the determiner and also the maker of sharia law in its true sense. Ulema usul fiqh agree that the real judge who is the true maker of sharia law is Allah SWT. Keywords: Law, Judge, Islamic Sharia.
Penguatan Pendidikan Karakter dalam Pendidikan Islam: Tantangan dan Strategi di Era Disrupsi Rahmadani Akbar; Rahmad Alkhadafi
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i2.25

Abstract

Character education plays an important role in shaping a person's character, especially in the era of disruption marked by the development of technology and globalization. In this context, Islamic education is expected to overcome moral challenges through strengthening character education. This study aims to understand the implementation of strengthening character education in Islamic education, identify the challenges faced, and propose appropriate strategies. The method used in this study is library research, which critically analyzes various related literature. The results of this study indicate that character education requires a holistic approach through the integration of Islamic values in the curriculum, the use of technology as a learning medium, the development of teacher competencies, and tri-center collaboration between families, schools, and communities. The challenges faced include the influence of technology that can hurt student morals, changes in socio-cultural values , and the readiness of teachers who are required to integrate digital media in Islamic education. The proposed strategy emphasizes cross-sector collaboration to create continuity in character education. By implementing this approach, Islamic education can produce a generation that is not only intellectually intelligent but also has a strong character, so that it can face the challenges of the digital era with strong Islamic moral values.
Kerangka Dasar Kurikulum Deep Learning Perspektif Pendidikan Islam dan Arah Kebijakan Menteri Pendidikan Dasar dan Menengah Andri Irawan; Hanum Salsabila; Liska Amelia; Lulu Nur Lathiifah Jamiilah
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i2.26

Abstract

This article aims to explore the basic framework and mapping of Deep Learning as a curriculum development in the era of the leadership of the Minister of Primary and Secondary Education of the Republic of Indonesia, Abdul Mu'ti. The writing method used by the author is a literature study method by conducting a literature review. This study is a collection of data from several journal articles related to the topic of study. This paper reveals that (1) Deep Learning is an approach that emphasizes the creation of a learning atmosphere and learning process that is conscious, meaningful, and joyful through holistic and integrated thinking, heart, taste, and exercise; (2) Deep Learning in the context of education policy in Indonesia refers to Regulation of the Minister of Primary and Secondary Education of the Republic of Indonesia Number 13 of 2025 concerning Amendments to Regulation of the Minister of Education, Culture, Research, and Technology Number 12 of 2024 concerning the Curriculum for Early Childhood Education, Primary Education, and Secondary Education. Basically, Deep Learning is not a completely new curriculum or what can be considered as the latest curriculum that degrades the previous curriculum. Rather, it is an approach that is already known and has become part of the Merdeka Curriculum; (3) Deep learning is supported by three pillars, namely mindful learning, meaningful learning, and joyful learning; and (4) The implementation of Deep Learning can have a significant positive impact on the quality of education, including improving the quality of learning. Although the concept of Deep Learning sounds promising, its implementation in the field is not without challenges. One of the main challenges is the uneven understanding of this concept among some parties.
Model Problem Based Learning Berbantuan Artifisial Intelegence (AI): Strategi Pengembangan Berpikir Kritis Mahasiswa PAI UIN Mataram Muhammad Taisir; Mauzifa Mauzifa
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i2.27

Abstract

In the context of learning in Islamic higher education, critical thinking skills are an essential competency, especially in Contemporary Fiqh courses that require an understanding of current and contextual issues. However, students still face obstacles in developing these skills due to the dominance of conventional learning methods. The Problem-Based Learning (PBL) model integrated with AI is offered as an innovative approach to promote active, collaborative, and exploration-based learning. This study aims to analyze the application of the AI-integrated PBL model in teaching Contemporary Fiqh on the topic of “Pornography and Pornographic Actions from an Islamic Perspective” and to examine its impact on the critical and creative thinking abilities of fourth-semester students in the Islamic Education Study Program at UIN Mataram. The method used was a quasi experiment with data collection techniques through tests, questionnaires, interviews, observations, and documentation. Data analysis included testing the validity and reliability of the instruments, testing normality and homogeneity, and testing hypotheses with Mann Whitney to see the effect and Spearman Rank to determine the direction of the relationship between variables. The results showed that the application of the AI integration PBL model was able to improve the quality of Contemporary Fiqh learning. Students were more active, responsive, and adaptive during the learning process. The application of this model had a positive impact on improving students' critical thinking skills, as reflected in their ability to recognize problems, collect and organize information, distinguish between facts and opinions, and evaluate information objectively.
Pengaruh Model Problem Based Learning(PBL) Integrasi ChatGPT terhadap Kemampuan Berpikir Kreatif Mahasiswa PAI UIN Mataram Mauzifa Mauzifa; Baehaqi Baehaqi
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i2.28

Abstract

This study aims to analyze the application of the Problem-Based Learning (PBL) model integrated with ChatGPT media in the teaching of Contemporary Fiqh courses, specifically the material "Pornography and Pornoaction in the Islamic Perspective" for fourth-semester students of the Islamic Education at UIN Mataram. Specifically, this study examines the effect of integrating PBL and ChatGPT on students' creative thinking abilities. The theoretical basis of this study refers to the stages of the PBL model according to Hmelo-Silver, including problem presentation, analysis and identification of learning needs, independent learning, synthesis and solution development, and evaluative reflection. The indicators of creative thinking are based on Guilford's theory, namely fluency, flexibility, originality, and elaboration of thinking. The method used is a quasi-experiment with data collection techniques through tests, questionnaires, interviews, observations, and documentation. Data analysis was conducted quantitatively, including validity and reliability tests of the instruments, normality and homogeneity tests, and hypothesis testing using Mann Whitney and Spearman Rank to see the effect and direction of the relationship between variables. The results of the study showed that the application of the ChatGPT-integrated PBL model improved the quality of Contemporary Fiqh learning. Students became more active, responsive, and adaptive in the learning process. Students' creative thinking skills also experienced a significant increase, especially in terms of fluency, flexibility, uniqueness, and detail in responding to contemporary fiqh issues. Keywords: Problem Based Learning; ChatGPT; Creative Thinking

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