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Rizaldy Alpiansyah
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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 13 Documents
 1   2 
Deep Learning and Implementastion in Islamic education Yayan Supian; Rizaldy Alpiansyah; Irfan Alkhotiri
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; Rizaldy Alpiansyah; Irfan Alkhotiri
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; Rizaldy Alpiansyah; Irfan Alkhotiri
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 DENI TATA KUSUMA; Irfan Alkhotiri; Rizaldy Alpiansyah
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 Isrun Abdurahman; Rizaldy Alpiansyah; Irfan Alkhotiri
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) Isrun Abdurahman; Rizaldy Alpiansyah; Irfan Alkhotiri; Miftah Wangsadanureja; Tatang Hidayat
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.
DINAMIKA PSIKOSPIRITUAL AL-KHAUF: ANALISIS TEKSTUAL MADARIJ AS-SALIKIN TERHADAP EXISTENTIAL ANXIETY MODERN Ibrahim Hasan Ray; Gazali Gazali
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (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: 10.66891/88p9z830

Abstract

Penelitian ini bertujuan untuk merekonstruksi konsep psikospiritual al-khauf dalam jilid kedua kitab "madarij as-salikin" karya Ibnu Qayyim al-Jauziyyah dan relevansinya dalam memitigasi fenomena existential anxiety modern, Secara spesifik, penelitian ini berupaya menjawab tiga permasalahan utama, yaitu : Bagaimana dinamika al-khauf dikonstruksikan dalam kitab Madari as-Salikin; bagaimana mekanisme internal al-khauf tersebut memitigasi krisis makna dan kecemasan eksistensial; serta bagaimana relevansi praktis pemikiran Ibnu Qayyim dalam membangun resiliensi mental di era disrupsi. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi pustaka (library research)  melalui analisis tekstual mendalam terhadap sumber  primer jilid kedua kitab madarij as-salikin. Hasil penelitian menunjukkan bahwa Ibnu Qayyim merekonstruksi al-khauf bukan sebagai emosi pasif yang melumpuhkan melainkan sebagai ahwal dinamis yang berfungsi sebagai "cambuk" edukatif untuk mengarahkan individu kembali pada pusat eksistensi transendennya. Mekanisme internal al-khauf dapat menjadi salah satu alternatif memitigasi  krisis makna melalui transformasi kecemasan neurotik-duniawi menjadi kewaspadaan spiritual yang produktif, sekaligus mereduksi kompleksitas kegelisahan modern dengan memfokuskan rasa takut pada satu objek yang absolut. Simpulan penelitian menegaskan bahwa pemikiran Ibnu Qayyim menawarkan model resiliensi mental "internal-aktif" melalui penguatan benteng batin dan orientasi bashirah yang sangat relevan bagi manusia modern untuk membangun ketahanan di tengah ketidakpastian zaman. Kebaruan penelitian ini terletak pada spesifikasi analisis emosi "takut" sebagai instrumen mitigasi kecemasan eksistensial yang jarang disentuh oleh peneliti sebelumnya.
Model Penanaman Nilai Dan Karakter Pada Masyarakat : Kajian Systematic Literature Review (Slr) Pada Institusi Pemerintah, Institusi Sosial, Dan Ruang Publik Dede Supriyatna; Cece Nurhikmah
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (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/fame7961

Abstract

Instilling values and character in society has become a strategic issue amidst increasingly complex developments in globalization, digitalization, and social change. Various social institutions play a crucial role in shaping societal character, through policies, organizational culture, and social interactions in public spaces. This study aims to identify models of value and character instillation applied in government institutions, social institutions, and public spaces based on a review of scientific literature. The study employed a qualitative method with a Systematic Literature Review (SLR) approach. Data were obtained from national and international scientific articles published between 2019 and 2025 through the Google Scholar, Scopus, and SINTA databases. The research stages included article identification, screening, eligibility, and thematic analysis. The results indicate four main models for instilling character values in society: (1) the social habituation model, (2) the institutional role model, (3) the participatory-communitarian model, and (4) the digital-cultural model. Government institutions tend to use a regulatory and bureaucratic role model approach, while social institutions emphasize strengthening collective culture and community participation. Public spaces serve as a strategic medium for internalizing values through social symbols, moral campaigns, and cultural activities. This study concludes that the success of instilling character values is greatly influenced by synergy between institutions, consistent social culture, and active community involvement.
Konsep Pendidikan Islam dalam Surah Al-‘Alaq Ayat 1–5 : Tinjauan Epistemologis dan Implementasinya di Era Digital Eko Budi Prasetyo; Naia Putri Az zahra; Khansa
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (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: 10.66891/308v5k02

Abstract

The digital era with its technological disruption brings a massive flow of information that has the potential to trigger the secularization of knowledge, misinformation, and ethical degradation. This study aims to analyze the concept of Islamic education in Surah Al-'Alaq verses 1-5 through an epistemological review and formulate its implementation in the digital era. Through a qualitative approach with library research methods, data were collected from authoritative tafsir literature and the latest reputable journals. The results of the research and discussion show that Surah Al-'Alaq lays a comprehensive epistemological foundation, integrating rational observation (Iqra') with theological awareness (Bismi rabbik). The novelty of this study is the formulation of the concept of "Theo-Digital Literacy", where modern technological instruments (interpreted as Qalam) are positioned as tools for transforming knowledge that are subject to divine ethics, not value-free entities. The implications of this research require educational institutions to reconstruct digital literacy curricula that do not merely focus on technical skills in operating devices, but also instill a spiritual filter to prevent the destructive impacts of technological pragmatism.
Model Evaluasi Pembelajaran PAI dalam Perspektif Kurikulum Berbasis Cinta Ahmad Faruq; Moh. Sahlan
Bahrul Ilmi : Journal of Islamic Religious Education Vol. 1 No. 2 (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/vdexfc40

Abstract

Kurikulum berbasis cinta (KBC) merupakan paradigma baru pendidikan yang dikembangkan untuk membangun proses pembelajaran yang humanis, spiritual, dan berorientasi pada penguatan karakter peserta didik. Dalam pendidikan agama Islam (PAI), evaluasi pembelajaran tidak lagi hanya berfokus pada pencapaian aspek kognitif, tetapi juga pada perkembangan afektif, spiritual, dan sosial peserta didik. Penelitian ini bertujuan merumuskan model evaluasi pembelajaran PAI dalam perspektif kurikulum berbasis cinta. Metode yang digunakan adalah studi kepustakaan (Library Research) dengan pendekatan kualitatif deskriptif. Data diperoleh dari artikel ilmiah, buku, dan dokumen kebijakan yang berkaitan dengan avaluasi pembelajaran PAI, dan kurikulum berbasis cinta. Hasil penelitian menunjukkan bahwa model evaluasi pembelajaran PAI berbasis cinta harus mencakup lima dimensi utama, yaitu evaluasi cinta kepada Allah dan Rasul, cinta kepada ilmu, cinta kepada lingkungan, cinta kepada diri sendiri, dan cinta kepada sesame dan bangsa. Implementasi evaluasi dilakukan melalui asesmen autentik, observasi prilaku, portofolio, refleksi diri, proyek social, dan tes akademik. Model evaluasi ini diharapkan mampu menghasilkan evaluasi yang lebih holistic dan mendukung terwujudnya tujuan pendidikan Islam yang berorientasi pada pembentukan Insan Kamil.

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