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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 22 Documents
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The Role of Al-Qur'an Hadith Teachers in Fostering Students' Curiosity Character at MAS Muhammadiyah 01 Medan Fikri, Mhd. Ihsanul; Nahar, Syamsu; Albina, Meyniar
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 2 No. 1 (2026): 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.2.1.2026.153

Abstract

This study aims to analyze the strategies employed by Al-Qur'an Hadith teachers in fostering students' curiosity character and to evaluate the outcomes of this character development at MAS Muhammadiyah 01 Medan. Character education, particularly the development of curiosity, is a crucial aspect in shaping students to become critical and independent learners. This research adopts a descriptive qualitative approach, with data collected through in-depth interviews, participatory observation, and documentation. The research subjects include Al-Qur'an Hadith teachers and 14 students from Grade XI of the Science and Social Studies streams. The findings indicate that the implemented strategies include active learning methods such as Inquiry-Based Learning and Problem-Based Learning, the creation of a conducive learning environment, the provision of appreciation and motivation, as well as religious programs such as the Intensive Islamic Studies Program (Kajian Islam Intensif/KII). The development of students' curiosity shows significant results, evidenced by increased activeness in asking questions, independent information seeking, and greater enthusiasm for learning. Approximately 70% of students demonstrate high indicators of curiosity, although challenges remain among students with low learning motivation and limited financial resources to support varied learning activities. The implications of this study suggest that integrating active learning models with religious-based programs can serve as an effective approach for strengthening students' curiosity character in Islamic education contexts. This study also provides practical guidance for teachers and educational institutions in designing student-centered learning environments that foster critical thinking, intrinsic motivation, and sustainable character development based on Islamic values.
Historical Background of Islamic Education Modernization Rangkuti, Fatima Rahma
Al-Insan: Islamic and Humanities Perspectives Journal Vol. 2 No. 1 (2026): 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.2.1.2026.158

Abstract

This study examines the historical background of Islamic education modernization from the seventeenth to the nineteenth century by using a historical approach grounded in library research. Drawing on documentary and bibliographic sources, the study analyzes four dimensions: the epistemological narrowing of Islamic education in the seventeenth and eighteenth centuries, the intellectual and institutional advancement of the West, the disruptive effects of colonialism on Muslim societies, and the emergence of modernization consciousness among Muslims. The findings show that the crisis of Islamic education was not a total decline, but a narrowing of curriculum, pedagogy, and intellectual inquiry that weakened the balance between memorization, reasoning, and integrative learning. At the same time, Western scientific progress, political power, and colonial expansion exposed the limitations of inherited educational structures and accelerated reformist responses across the Muslim world. The study finds that modernization in Islamic education emerged not as imitation of the West, but as a selective process of renewal aimed at restoring intellectual vitality, institutional relevance, and civilizational agency while remaining grounded in Islamic values. These findings imply that Islamic education should approach modernization as critical reconstruction rather than unreflective Westernization, integrating religious foundations with broader intellectual and social demands in educational practice.  

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