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Al-Insan: Islamic and Humanities Perspectives Journal
Published by Cipta Pustaka Nusantara
ISSN : -     EISSN : 30899591     DOI : https://doi.org/10.63324/aij.1.2.2025
Core Subject : Religion,
Religion
Al-Insan: Islamic and Humanities Perspectives Journal (e-ISSN: 3089-9591) is a biannual publication focused on Islamic Studies and the humanities. It is published in April and October by Cipta Pustaka Nusantara (CPN) in collaboration with the Institute for Research and Community Service (LPPM) INSIMA Majenang. The main objective of the publication is to create a platform to publish original articles, research results, case studies, and book reviews related to law, education, philosophy, history, theology/Sufism, interpretation, economics, social sciences, politics, anthropology, communication, counseling, and other approaches relevant to Islamic studies.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 16 Documents
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The Dialectical Interaction of Revelation and Culture in the Process of Forming Islamic Law Ahmad Fauzan; Agus Iskandar; Muammar Syauqi
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 1 No. 2 (2025): Al-Insan: Islamic and Humanities Perspectives Journal
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/aij.1.2.2025.108

Abstract

The central issue in this study is how revelation and culture interact dialectically in the formation of Islamic law, particularly when both possess the potential for conflict or convergence within social realities. The objective of this research is to uncover the concept of dialectical interaction between revelation and culture in shaping Islamic legal norms. The method employed is a qualitative phenomenological approach, focusing on the relationship between revelation and culture in the development of Islamic law. The data used in this study consists of relevant secondary literature sources. The findings reveal that the interaction between revelation and culture may take the form of assimilation, accommodation, or penetration, depending on the epistemological strength and the urgency of public interest (maṣlaḥah) involved. The study concludes that Islamic law is not static; rather, it remains open to cultural dynamics as long as they do not contradict the principles of maqāṣid al-syarī‘ah. The study recommends strengthening istinbāṭ methodologies that are responsive to local cultural contexts, as well as enhancing Islamic legal literacy that can wisely and sustainably bridge the values of revelation with social realities.
The Application of the ‘Buzz’ Method in the Melayu Islam Beraja Subject Arifah Aqilah Janudin; Abu Bakar Madin
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 1 No. 2 (2025): Al-Insan: Islamic and Humanities Perspectives Journal
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/aij.1.2.2025.113

Abstract

The national education system in the current century necessitates teaching and learning processes that emphasise a student-centred approach within classroom settings. However, a proportion of students continue to demonstrate weaknesses in expressing their opinions and responding to questions posed during lessons. Through the application of the Buzz Method in the Melayu Islam Beraja (MIB) subject, the researcher seeks to examine the effectiveness of this strategy in facilitating more active student participation in sharing ideas and enhancing academic achievement. The challenges faced by students in articulating their views and their passive behaviour in responding to questions prompted the researcher to implement this method in classroom practice. The Buzz Method enables students to initiate small-group discussions prior to presenting responses, thereby building their confidence to speak and answer questions. Consequently, the research objectives and research questions were successfully addressed. Findings obtained through interview instruments and pre- and post-tests, analysed thematically and using the Wilcoxon Signed Ranks test, demonstrated positive outcomes, with a p-value of 0.000 < 0.05. This indicates a statistically significant difference, confirming that the application of the Buzz Method effectively improves student performance.  
Integration of the Paradigm of Religious Moderation in Islamic Pedagogy in the Digital Learning Ecology of Islamic Boarding Schools Zidan; Riky Supratama
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 1 No. 2 (2025): Al-Insan: Islamic and Humanities Perspectives Journal
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/aij.1.2.2025.127

Abstract

This study examines the integration of the religious moderation paradigm within Islamic pedagogy in the digital learning ecology of contemporary pesantren. The research is motivated by the growing tension between traditional value-based education and the rapid expansion of digital practices in pesantren, which has altered learning patterns, authority structures, and mechanisms of value transmission. Using a qualitative library research approach, this study analyzes primary and secondary literature related to religious moderation, Islamic pedagogy, digital pesantren transformation, and digital learning ecology. The analysis combines content analysis, comparative analysis, and conceptual synthesis to identify theoretical intersections and gaps. The findings reveal that although the values of religious moderation are inherently compatible with the principles of Islamic pedagogy, their implementation in digital spaces remains fragmented due to the lack of an integrative pedagogical framework. Digitalization offers both opportunities and risks for value internalization, demanding a renewed pedagogical model that aligns moderation values with digital learning dynamics. This study concludes that an integrative conceptual model is essential to strengthen value-based Islamic education in pesantren amid ongoing digital transformation.
The Influence of Starfall Website toward Students Reading Comprehansion in Narrative Text M. Fikri Nugraha Kholid; Eril Syalsabila; Dewi Kurniawati
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 1 No. 2 (2025): Al-Insan: Islamic and Humanities Perspectives Journal
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/aij.1.2.2025.128

Abstract

This research aimed to investigate the effect of the Starfall website on students’ reading comprehension of narrative texts. The study was motivated by the low reading performance of ninth-grade students at elementary school, especially in understanding complex and lengthy passages. Starfall, as a digital learning platform, was implemented to provide interactive and engaging reading input for the students. The research employed a quasi-experimental design with pre-test and post-test procedures involving an experimental group that used Starfall and a control group that received conventional instruction. The sample was selected through cluster random sampling, and the instrument used was a multiple-choice test based on Brown’s theory, including items on main idea, inference, detail, and vocabulary. The research results showed a significant improvement in the experimental group compared to the control group. Therefore, it can be concluded that the Starfall website had a positive influence on students’ reading comprehension in narrative texts and may serve as an effective alternative learning resource.
Hybrid Approach to Curriculum Development for the Indonesian Context: A Theoretical Study in the Independent Curriculum Era Gaffar Aiman Nafis; Zainal
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 1 No. 2 (2025): Al-Insan: Islamic and Humanities Perspectives Journal
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/aij.1.2.2025.129

Abstract

The implementation of Indonesia’s Merdeka Curriculum provides broad flexibility for schools to design learning based on students’ needs and contextual characteristics; however, its adoption continues to face challenges related to unequal access, varying levels of teacher readiness, and disparities in school resources. This study aims to formulate a hybrid curriculum model that offers a more adaptive and equitable approach to curriculum development suited to Indonesia’s diverse educational landscape. Employing a library research method with a descriptive–analytical approach, the study systematically reviewed relevant literature published within the last five years, focusing on curriculum development models, Merdeka Curriculum implementation, teacher readiness, and educational access gaps. Data were analyzed through thematic categorization, comparative evaluation, and conceptual synthesis. The findings indicate that no single curriculum model sufficiently addresses Indonesia’s complex educational context, thereby necessitating a hybrid approach that integrates national standards with localized adaptability. The proposed hybrid curriculum consists of three interconnected components core, adaptive, and support elements which collectively ensure both flexibility and consistency in instructional quality. The study’s implications highlight the importance of systemic support, including teacher training, provision of minimum learning resources, and targeted affirmative policies, to enable widespread and sustainable implementation. This research contributes a conceptual framework for curriculum development and provides a foundation for future empirical studies exploring hybrid curriculum practices in diverse school settings
Integration of the Paradigm of Inclusivity in the 21st Century Competency-Based PAI Curriculum Evaluation Model Harun; Zidan Khalik
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 1 No. 2 (2025): Al-Insan: Islamic and Humanities Perspectives Journal
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/aij.1.2.2025.131

Abstract

Educational developments in the era of globalization and digitalization have driven a paradigm shift in the education system, including Islamic Religious Education (IRE). Education in the 21st century is no longer limited to knowledge transfer but also functions as a means of character formation, skill enhancement, and the cultivation of universal human values aligned with 21st-century competencies. However, the current evaluation system of the IRE curriculum in many institutions remains cognitively oriented and has yet to fully integrate inclusivity and competence-based learning principles. This study aims to formulate a conceptual model for evaluating the IRE curriculum that integrates an inclusive paradigm with a 21st-century competency-based approach. The findings indicate that incorporating inclusivity into the IRE evaluation model aligns with Outcome-Based Education (OBE), which emphasizes contextual and holistic learning outcomes while fostering critical, collaborative, communicative, and creative skills. The proposed model highlights learning outcomes as key indicators, supported by differentiated rubrics and authentic assessments such as project-based and portfolio-based evaluations. It also introduces inclusive indicators such as accessibility, participation, and accommodation for students with special needs. Overall, this inclusivity-oriented model signifies an epistemological shift from content-based to outcomes-based evaluation, creating a humanistic, adaptive, and equitable framework for contemporary Islamic education

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