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Oasis: Jurnal Ilmiah Kajian Islam
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 19791399     EISSN : 25483889     DOI : https://doi.org/10.24235/oasis.v9i2
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OASIS: Jurnal Ilmiah Kajian Islam is published by the postgraduate program of UIN Siber Syekh Nurjati Cirebon. Its presence is intended as a forum for the actualization of scholarly works by academics and practitioners, with a focus on studies related to teaching methods and techniques, Islamic education curriculum, learning media, Islamic education policies, Islamic education management, Islamic educational psychology, and the thoughts of Islamic education figures.
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Articles 7 Documents
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Search results for , issue "Vol. 10 No. 1 (2025)" : 7 Documents clear
Relevansi Model Konstruksivisme Jean Piaget Bagi Pengembangan Pendidikan Agama Islam (PAI) Anwar Dhobith
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.20712

Abstract

This article aims to examine the application of Jean Piaget’s constructivist methodology in the development of Islamic Religious Education (PAI). Using a qualitative approach through library research, this study explores the epistemological and ontological framework of Piaget’s constructivism, which emphasizes that learners actively construct knowledge through interaction with their environment and cognitive developmental stages. The application of this approach in PAI includes gradual and contextual material development, interactive and experience-based learning methods, and the teacher’s role as a facilitator. The findings indicate that Piaget’s constructivism positively contributes to a more meaningful, critical, and reflective PAI learning process. However, challenges remain, including age limitations of the theory, potential misinterpretations, and the lack of integration of spiritual dimensions. Therefore, methodological adjustments are necessary to effectively implement this theory within the holistic context of Islamic education.
Analisis Pemikiran Al-Ghazali dan Ibnu Miskawaih Tentang Pendidikan Anak Suci Rachmawati
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.20746

Abstract

This study examines the comparison of Al-Ghazali and Ibn Miskawaih's thoughts on the concept of children's education and its relevance in the context of contemporary Islamic education. The phenomenon of moral degradation among the younger generation and the tendency of the modern education system to emphasize the cognitive aspect more than the moral and spiritual aspects are the background for the urgency of this research. The purpose of the research is to analyze the concept of children's education according to the two figures, identify the similarities and differences in their thinking, and examine their relevance to the context of contemporary Islamic education. This study uses a narrative-based descriptive qualitative method based on literature study by exploring the primary works of the two figures, namely "Ihya Ulumuddin" by Al-Ghazali and "Tahdzib al-Akhlaq" by Ibn Miskawaih. An in-depth analysis was carried out on the fundamental concepts of children's education put forward by the two Muslim thinkers. The results of the study show that despite the differences in approaches, the two figures emphasize the integration of spiritual, moral, and intellectual aspects in children's education. Al-Ghazali emphasizes the spiritual-sufistic dimension in the formation of children's character, while Ibn Miskawaih uses a philosophical-rational approach in moral development. Their thinking has significant relevance to contemporary education in terms of character education, holistic approaches, constructivistic learning methods, socio-emotional learning, value-based education, and educational personalization. This research contributes to the development of a comprehensive Islamic education model by integrating classical intellectual property to address educational challenges in the digital age and globalization.
Analisis Model Problem Based Learning Pada Fiqih Puasa Untuk Menumbuhkan Empati Dan Kepedulian Sosial Siswa Madrasah Ibtidaiyah Fathan Qorib
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.21074

Abstract

This study aims to analyse the application of Problem Based Learning (PBL) model on Fiqh Fasting Ramadan material in Madrasah Ibtidaiyah, and how the application can foster students' empathy and social care. The PBL model was chosen because it is believed to develop critical thinking skills, cooperation, and active involvement of students in solving problems that are contextual to everyday life. The research method used was descriptive qualitative with a field research approach, through observation, interviews, and documentation at MI Al Mursyidiyyah Pamulang. The results showed that the application of PBL in Fiqh lessons, especially in fasting material, was effective in helping students understand the values of worship as well as bringing up empathetic attitudes towards others, such as sharing iftar food and helping friends in difficulty. Although there were some obstacles such as time constraints and different levels of student participation in discussions, overall PBL was able to improve students' understanding of the concept of fasting in an applicable manner and encourage the formation of social character. These findings reinforce the importance of innovating problem-based learning models in religious education to strengthen affective and spiritual values.
Relevansi Pemikiran Seyyed Hossein Nasr Terhadap Pengembangan Paradigma Pendidikan Islam Kontemporer Abu Mamur
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.21110

Abstract

This article examines the relevance of his ideas in constructing a contemporary paradigm of Islamic education through three main focuses: (1) the view of human beings as theomorphic creatures; (2) the conception of the teacher–student relationship; and (3) the epistemology of scientia sacra as the basis of sacred and holistic education. The research method employed is library research with a qualitative approach through content and thematic analysis of Nasr’s works and related academic literature. The findings indicate that human beings are viewed as theomorphic creatures reflecting the Divine Names and Attributes, so education should not be reduced to mere information transfer but directed toward tazkir (remembrance) and tazkiyatun nafs (inner purification) so that humans may realize their sacred origin. The teacher–student relationship is positioned in a transcendental framework, where the teacher acts not only as a muʿallim who imparts knowledge but also as a murabbi and spiritual guide, while the student is seen as a ṭālib al-ḥaqq (seeker of truth) journeying through purification of the soul. Nasr’s educational paradigm is transcendental, offering a critique of the secularized and fragmented nature of modern education, and is highly relevant to Islamic education in Indonesia in shaping the complete human being: intellectually intelligent, morally upright, and spiritually enlightened.
Analisis Penerapan Pembelajaran Berbasis Moderasi Beragama Dalam Membentuk Paham Inklusif Santri Ahmad Sukran
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.21243

Abstract

AbstractThis study aims to analyze the implementation of religious moderation-based learning in shaping inclusive understanding among students at SMA Ali Maksum Krapyak Yogyakarta. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The findings reveal that teachers consistently integrate values of moderation such as tawassuth (moderation), tasamuh (tolerance), and i’tidal (justice) into the learning process, particularly in Islamic Religious Education and History subjects. The teaching methods are dialogical and contextual, creating an inclusive learning environment that embraces cultural diversity. Social interactions between teachers and students reflect an affirming and validating atmosphere toward diverse cultural backgrounds. Students’ responses indicate an internalization of moderation values, resulting in attitudinal changes toward greater openness and tolerance. The main supporting factors stem from the school culture and collaborative pesantren environment, while challenges arise from uncontrolled digital information flows and exclusive religious understandings brought by some students. This study confirms that religious moderation-based learning is effective in shaping an inclusive, tolerant, and socially adaptive generation of students in a religiously diverse society
Optimalisasi Kualitas Pendidikan Melalui Metode Keteladanan Dalam Tradisi Pendidikan Islam Meri Safitri
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.21345

Abstract

This article discusses how the exemplary method in Islam can be used to improve the quality of education. The exemplary method means that educators provide good examples to students. Not just giving lectures to students. This study uses a literature study, namely by reading and analyzing various sources that have been mentioned in the method that discusses Islamic education and this method. The results of the study show that this method is very suitable for forming the character and morals of students. Because they tend to imitate what they see. This exemplary is in accordance with the verses of the Koran, namely the letter Al-Ahzab: 21 and also the letter Luqman verse 17. Where in the letter Al-Azab it is stated that the Prophet Muhammad is the best example. However, in reality, in today's education there are still many educators who have not implemented this exemplary method consistently. There are several challenges, such as the lack of cooperation between schools and parents and also the lack of training for teachers and the influence of the external environment. Therefore, cooperation is needed from schools, families, and also the community to practice the exemplary method again. In this way, Islamic education can produce students who are not only cognitively intelligent, but also have good morals.
Reconstructing The Philosophy Of Education Based On Humanism: Returning To Human Nature In The Learning Process Dirman Dirman
Oasis : Jurnal Ilmiah Kajian Islam Vol. 10 No. 1 (2025)
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v10i1.21688

Abstract

This research aims to examine the relationship between philosophy, humans, and education as a theoretical foundation in building an educational system capable of transforming social and intellectual life. The main problem raised in this research is how philosophical principles about human nature can be integrated into the educational paradigm so as to produce pedagogical practices that are humanist, critical, and transformative. This research uses a qualitative approach through descriptive-analytical library research. Data sources were obtained from classical and contemporary philosophy literature, as well as modern educational theories relevant to the themes of humanism, existentialism, and educational emancipation. The results show that philosophy provides a reflective and normative framework for education in understanding humans as intelligent, moral, and social beings. When education is carried out with a strong philosophical foundation, it is able to create a learning space that not only develops cognition, but also the ethical and social awareness of students. Thus, education is no longer understood in a purely technocratic manner, but as a means of forming a whole person and reconstructing civilization. This article recommends the integration of philosophical approaches in the curriculum and educational practices as a strategy to build a just, inclusive and value-oriented society. 

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