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Contact Name
Deo Renaldi Saputra
Contact Email
admin@researchfrontiers.id
Phone
+6285709683865
Journal Mail Official
admin@researchfrontiers.id
Editorial Address
Jalan Gunung Talang Timur Nomor 45, RT 005, RW 002, Desa Bendan Duwur Kecamatan Gajah Mungkur
Location
Kota semarang,
Jawa tengah
INDONESIA
Safīnah: Indonesian Journal of Sharia and Islamic Sciences
ISSN : -     EISSN : 31633072     DOI : 10.65310
Core Subject :
Safīnah: Indonesian Journal of Sharia and Islamic Sciences is a peer-reviewed academic journal dedicated to publishing high-quality research in the broad fields of Islamic studies and Sharia sciences. The journal serves as an international forum for scholars, researchers, and practitioners to disseminate original empirical studies, theoretical analyses, and critical reviews addressing Islamic law, Qur’anic and Hadith studies, Islamic theology, philosophy, education, economics, ethics, and contemporary issues in Muslim societies. Safīnah welcomes interdisciplinary and comparative manuscripts that engage with both classical and modern perspectives on Islam and Sharia. All submissions undergo a rigorous double-blind peer-review process to ensure originality, academic integrity, and meaningful scholarly contribution. Through its regular publication, Safīnah aims to advance the development of Islamic sciences, foster critical intellectual discourse, and contribute to the intellectual and social advancement of Muslim communities at national and international levels.
Arjuna Subject : -
Articles 12 Documents
The Islamic Learning Environment: Between Physical Formalism and The Internalization of Spiritual Values in The Digital Age Afriani Afriani; Nurul Aini; Samsinar Syarifuddin
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 2 (2026): : May: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

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Abstract

This study conceptualizes the structural tension between physical formalism and the internalization of spiritual values within technology-mediated Islamic learning environments. Utilizing a non-empirical qualitative library research design, foundational principles from classical Islamic educational treatises are synthesized with contemporary scholarship on digital transformation. The analysis reveals that the rapid adoption of learning management systems and high-tech infrastructure frequently leads to administrative compliance, which obscures the hidden curriculum and marginalizes the cultivation of spiritual adab. To resolve this friction, the study proposes a four-dimensional holistic-digital model that harmonizes physical space, adaptive technology, social networks, and a central spiritual core. Positioned within Sufic frameworks of self-purification and divine wisdom, digital media is re-architected from a speculative distraction into a structured instrument for moral development. Educators, families, and institutional networks are framed as co-constructors of a unified moral ecosystem. Ultimately, this research provides a scalable framework for educational stakeholders to realign digital adoption with the authentic spiritual imperatives of Islamic character formation.
The Epistemology of Inclusive Education in Islamic Education: Reconstructing The Role of The Teacher as a Murabbi For Children With Special Needs Amelia Amelia; Fifi Ariska; Samsinar Syarifuddin
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 2 (2026): : May: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study addresses the persistent fragmentation between general inclusive education frameworks and authentic Islamic pedagogical traditions by constructing a coherent epistemological model for special needs schooling. Utilizing a qualitative conceptual analysis combined with a hermeneutic approach, the research systematically synthesizes foundational primary sources with contemporary pedagogical literature, policy frameworks, and special education paradigms. The analysis establishes that Islamic education possesses a robust epistemological foundation rooted in human dignity, justice, compassion, and universal knowledge acquisition. To operationalize these principles, the paper reconstructs teacher identity from a conventional knowledge transmitter toward a holistic educator across spiritual, intellectual, emotional, and social dimensions, replacing deficit models with strength based approaches. Furthermore, the conceptual framework demonstrates that sustainable implementation depends on institutional governance reform, special education teacher integration, and participatory community ecosystems. By aligning foundational principles with structural school management, this research provides a transferable conceptual model that transforms inclusive Islamic education from an administrative obligation into an epistemologically grounded, sustainable reality for learners with special needs.  

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