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Bahrul Ilmi : Journal of Islamic Religious Education
Published by Sekolah Tinggi Agama Islam Minhajul Haq
ISSN : -     EISSN : 31245781     DOI : https://doi.org/10.66891
Core Subject :
Bahrul Ilmi: Jurnal Ilmiah Pendidikan Agama Islam STAI Minhajul Haq focuses on the development of scientific studies, research findings, and critical analyses in the field of Islamic Religious Education, both in theoretical and practical perspectives, within formal, non-formal, and informal educational contexts.
Arjuna Subject : -
Articles 6 Documents
 1 
Deep Learning and Implementastion in Islamic education Yayan, yayan.supian@staimh.ac.id; Alpiansyah, Rizaldy; Alkhotiri, Irfan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/ft6c5w58

Abstract

This article examines the concept of deep learning as a contemporary pedagogical approach and critically relates it to the praxis of Islamic Education. Deep learning emphasizes conceptual understanding, critical reflection, learner engagement, and the construction of meaningful knowledge, rather than rote memorization or surface-level comprehension. In this framework, learning is understood as a transformative process that enables learners to internalize knowledge, connect ideas across contexts, and apply their understanding to real-life situations. Such an orientation aligns closely with the philosophical foundations of Islamic Education, which seeks to develop the human being holistically through the integration of intellectual, spiritual, moral, and social dimensions. Islamic Education is positioned in this article as a strategic and fertile domain for the implementation of deep learning, as its educational objectives inherently encompass cognitive, affective, and psychomotor development. The Islamic pedagogical tradition emphasizes processes of understanding (tafahhum), contemplation (tadabbur), and practice (‘amal ṣāliḥ), which resonate strongly with the principles of deep learning. Through reflective engagement with Qur’anic texts, Prophetic traditions, and socio-cultural realities, learners are encouraged to move beyond textual knowledge toward ethical awareness and responsible action. Employing a conceptual analysis supported by relevant educational and Islamic scholarship, this article argues that deep learning is highly compatible with the fundamental aims of Islamic Education. Specifically, it supports the formation of individuals who are not only intellectually competent, but also spiritually grounded and morally upright. Consequently, the integration of deep learning within Islamic Education offers a promising pedagogical pathway for cultivating meaningful learning experiences that contribute to personal transformation and social responsibility in contemporary Muslim societies.
PAI LEARNING IN INTEGRATED SCHOOLS, ISLAMIC BOARDING SCHOOLS, AND INTERNATIONAL SCHOOLS Harsing, Harsing; Alpiansyah, Rizaldy; Alkhotiri, Irfan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/g46hq043

Abstract

This study aims to analyze and compare the learning model of Islamic Religious Education (PAI) in three types of educational institutions, namely Integrated Schools, Islamic Boarding Schools, and International Schools. This study uses a qualitative approach with a descriptive-comparative method, where data is obtained through observation, interviews, and document review. The results of the study show that each type of school has different characteristics and approaches in PAI learning. Integrated Schools emphasizes the integration between the national curriculum and Islamic values, so that the learning process is oriented towards a balance between academic and spiritual aspects. Islamic Boarding School develops a learning model based on the pesantren environment, with a focus on character formation and strengthening the memorization of the Qur'an. Meanwhile, the International School applies a multicultural and global approach, where PAI is taught in a method that is adaptive to the international context. A comparison of the three models shows that the advantages of PAI learning can be achieved by combining the strengths of each system.
Pembiasaan Adab Islami (Salam, Doa, dan Sopan Santun) dalam Membentuk Karakter Anak di Daycare Minhajul Haq zamzam zamaludin, zamzam zamaludin; Alpiansyah, Rizaldy; Alkhotiri, Irfan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/g8rrcy96

Abstract

          Instilling Islamic manners is the process of developing attitudes and behaviors in accordance with Islamic teachings through repeated learning. The process of habituation is synonymous with repetition, an activity carried out repeatedly that eventually becomes a habit. Instilling good character in accordance with the Quran and Sunnah requires efforts from teachers and parents, one of which is by instilling positive habits in children. This research was conducted at Minhajul Haq daycare and aimed to describe the methods of instilling Islamic manners by teachers and caregivers in instilling character in children. The subjects were the daycare principal and the teachers and caregivers. This study used a qualitative descriptive approach. Data collection techniques used in this study included interviews, observation, and documentation. The collected data were then processed and presented as a complete set of data. Based on the results of the research that has been conducted, it can be concluded that the habituation method in instilling Islamic manners (greetings, prayers and politeness) in Minhajul Haq daycare can be seen from the habituation of Islamic manners (greetings, prayers and politeness) in daycare through routine, programmed and incidental activities that can bring out good character values ​​in children.
THE RELATIONSHIP BETWEEN PERSONALITY COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS AND STUDENT DISCIPLINE, MORALS, AND RESPONSIBILITY AT SMA NEGERI 1 BANDUNG CITY TATA KUSUMA, DENI; Alkhotiri, Irfan; Alpiansyah, Rizaldy
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/err47p48

Abstract

This research is motivated by the influence of student morality on several factors, one of which is the personality competence of teachers, especially Islamic Religious Education (PAI) teachers. To improve teacher competence in schools, especially the performance of PAI teachers, it is not enough to simply deliver lessons face-to-face in class, but the personality competence of PAI teachers must be able to build discipline, student morals at school, and a sense of responsibility. This study aims to determine the relationship between the personality competence of PAI teachers with discipline, student morals at school, and student responsibility at SMA Negeri 1 Bandung City. This study departs from the framework of thinking that the personality competence of teachers, especially PAI teachers, greatly determines the attitudes and behavior of students as role models both in the school environment and the community. The method used is a quantitative descriptive associative method and survey, with 120 respondents selected using simple proportional and random sampling techniques. Data collection using Google Form instruments, then analyzed with simple correlation, partial correlation, and multiple regression. The results show that the personality competence of PAI teachers has a positive and significant influence (relationship) on student discipline, morals, and responsibility. Good Islamic Religious Education (PAI) teacher personality competencies can improve students' discipline, morals, and sense of responsibility at school, although their impact varies from school to school. External factors such as the social environment, school culture, and interactions between students also influence student behavior. Therefore, developing teacher competencies must be balanced with creating a supportive school environment to ensure optimal character development.
The Construction of Islamic Boarding School Education Ethics in Shaping the Character of Students: An Analysis of Discipline Policy in Islamic Boarding Schools Abdurahman, Isrun; Alpiansyah, Rizaldy; Alkhotiri, Irfan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/61g5ry07

Abstract

This study aims to analyze the construction of pesantren education ethics in shaping the character of students through the policy of discipline at the Minhajul Haq Purwakarta Islamic Boarding School. A qualitative approach with a document analysis method was used to review the Santri Handbook as a primary data source. The results of the study show that the pesantren education system integrates three main pillars: strengthening faith and worship according to the manhaj of Ahlus Sunnah wal Jama'ah, mastery of active Arabic, and the formation of noble morals through the qudwah hasanah method. The reward and punishment mechanism is implemented through a comprehensive point credit system with 142 types of violations categorized based on the level of violation and accompanied by progressive sanctions. The policy of discipline reflects the construction of ethics that is holistic-integrative, combining aspects of worship, social ethics, administration, and mastery of Islamic competence. The implications of this study confirm that modern Islamic boarding schools maintain traditional values while adopting an international standard quality management system.
Wahabisme: Istilah Yang Dibangun Untuk Membendung Dakwah Tauhid (Analisis Historis, Teologis, Dan Sosiopolitik) Abdurahman, Isrun; Alpiansyah, Rizaldy; Alkhotiri, Irfan; Wangsadanureja, Miftah; Hidayat, Tatang
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 1 (2026): Bahrul Ilmi: Journal of Islamic Religious Education
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/cyhmem75

Abstract

The landscape of Islamic thought and world history is inseparable from the emergence of various religious reform and purification movements responding to moral decadence, intellectual stagnation, and theological deviations. One of the most disruptive phenomena to the global socio-political order since the 18th century is the dawah movement pioneered by Sheikh Muhammad bin Abdul Wahhab in the Arabian Peninsula. This movement, which essentially aims to restore the purity of Tawhid (absolute monotheism) and eradicate practices of shirk and bid'ah, has historically become more globally recognized by the term "Wahhabism." This research report comprehensively and deeply examines how the term "Wahhabism" is not actually an identity self-constructed by the followers of the movement—who internally prefer the terms Muwahhidun (proponents of Tawhid) or Salafiyyun—but rather a political and pejorative label produced and reproduced by external entities. Through qualitative library research analyzing primary and secondary literature, this report traces the genealogy of the term from its initial emergence in internal polemical works, its massive adoption by the Ottoman Empire's propaganda machine, its semantic expansion by Orientalists and Western colonial authorities (British and Dutch), to its socio-political implications in the Indonesian Archipelago from the Padri War to the contemporary era. Analysis shows that this labeling is an instrument of discursive hegemony and epistemological violence intentionally constructed to delegitimize, alienate, and stem the spread of the Tawhid dawah, which was perceived as a threat to the political stability of traditional empires, Western colonial dominance in the Middle East and South Asia, and syncretic cultural orders in various Muslim regions. Furthermore, this report presents a critical review of the modern commodification of this term as a tool of stigmatization that divides the social integration of the Muslim Ummah.

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