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Ulul Albab: Jurnal Studi Islam
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 18584349     EISSN : 24425249     DOI : 10.18860
Core Subject : Religion, Humanities, Art,
Religion Arts Humanities
ULUL ALBAB Jurnal Studi Islam (ISSN 1858-4349 and E-ISSN 2442-5249) is the journal published biannually by Universitas Islam Negeri Maulana Malik Ibrahim Malang. The journal puts emphasis on aspects related to Islamic studies, with special reference to Islamic law, Islamic education, Islamic politics, society, Islamic philosophy, Quran and hadith, and theology. Ulul Albab has been accredited by The Ministry of Research Tecnology and Higher Education of the Republic of Indonesia (SK Dirjen Penguatan Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi No. 48a/E/KPT/2017). The languages used in this journal are Indonesia, English and Arabic.
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Articles 390 Documents
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WOMEN'S BODILY EXPERIENCES AS AN EPISTEMIC BASIS FOR KUPI’S QURANIC INTERPRETATION Mahmudah, Nur; Islahuddin, Islahuddin
Ulul Albab: Jurnal Studi Islam Vol 26, No 2 (2025): Tafsir and Hadith
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v26i2.35993

Abstract

Feminist scholarship has advanced reinterpretive approaches grounded in principles of justice and gender equality. These approaches seek to deconstruct entrenched patriarchal biases in Quranic Interpretation. They validate women’s knowledge and experiences as authoritative epistemic sources. The Congress of Indonesian Women Ulama (KUPI) places women's bodily experiences at the center of its gender-fair Quranic interpretation. This article aims to explore the epistemological basis of such interpretation. It does so by examining women’s bodily experiences, interpretive strategies, and implications. Using primary sources, including official KUPI documents and relevant literature, this study employs content analysis from a feminist standpoint theory by Harding. The study concludes that KUPI recognizes the unique experience of women's bodily experiences as an epistemological base of interpretation. KUPI has a strategy to integrate women's perspectives and experiences in reading the Quranic text. This process begins with problem identification and reflection, and proceeds to the construction of a re-narration of verse interpretation. KUPI's choice to utilize women's bodily experiences supports the documentation of women's experiences and the transformation of women's body knowledge into collective knowledge and communal narratives. This process legitimizes women’s bodily experiences as new, legitimate, and authoritative knowledge. KUPI's interpretative model affirms women’s bodily experience as an epistemic subject. This study contributes to Quranic scholarship on feminist tafsir or exegesis. It asserts women’s bodily experiences as an epistemic authority in Quranic exegesis, breaking masculine dominance and producing an Indonesian gender-fair interpretation.
RATIONALIZING THE PROPHETIC TRADITION: Muhammad al-Ghazâlî’s Ethical Hermeneutics of the Sunnah Lutfi Rahmatullah; Ahmadi Fathurrohman Dardiri
Ulul Albab: Jurnal Studi Islam Vol 26, No 2 (2025): Tafsir and Hadith
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v26i2.32521

Abstract

The publication of al-Sunnah al-Nabawîyyah bayna Ahl al-Fiqh wa Ahl al-Hadîth (1989) by Muhammad al-Ghazâlî sparked major controversy in the modern Islamic intellectual landscape due to its bold critique of the prevailing tendency toward literalism in the understanding of hadith. The central problem underlying al-Ghazâlî’s thought is the dominance of a textualist approach that rejects rationality and ethical considerations in interpreting the Prophet’s Sunnah. Hadith literalism, he argues, has distanced Islamic teachings from the moral spirit and contextual sensitivity inherent in the objectives of the maqâsid al-sharî‘ah. The present study aims to trace the rational and ethical foundations of Muhammad al-Ghazâlî’s methodology of hadith criticism, and to understand the socio-historical conditions that shaped his views on the relationship between the Quran and the Sunnah. Employing a qualitative research design, this study relies on library-based inquiry into al-Ghazâlî’s primary works and relevant secondary literature. It further applies an ethical-hermeneutical approach to uncover the moral orientation underlying his critique of the literalist tendencies within ahl al-hadith. The findings indicate that Muhammad al-Ghazâlî proposes a dynamic interpretive methodology for hadith interpretation grounded in reason, ethics, and contextual relevance, as part of an effort to revitalize the authority of the Sunnah so that it remains vibrant and capable of engaging with the challenges of modernity. This article contributes to contemporary hadith studies by situating Muhammad al-Ghazâlî’s critique within ongoing debates on literalist interpretation and by reconstructing a more rational and ethically attuned understanding of hadith. By highlighting al-Ghazâlî’s epistemological approach, which evaluates the substance of hadith in light of Quranic values, the study enriches methodological discourse and underscores the dynamic role of the sunnah and its relevance for modern Muslim life.
ȘÂḤÎḤ AL-BUKHÂRÎ'S INFLUENCE ON TAFSÎR BI AL-MAʾTHÛR: Relevance and Impact in Contemporary Quranic Studies Azizy, Jauhar; Sihabussalam, Sihabussalam; Bustamin, Bustamin; Ziyodov, Shovosil
Ulul Albab: Jurnal Studi Islam Vol 26, No 2 (2025): Tafsir and Hadith
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v26i2.37060

Abstract

Tafsîr bi al-maʾthûr holds a central position in Quranic interpretation as an authoritative approach grounded in transmitted sources. In contemporary Quranic studies, however, renewed debates concerning the reliability of riwâyah, the authority of hadith, and the methodological foundations of classical tafsîr underscore the urgency of reassessing the formative contributions of early scholars. This study addresses the need by examining al-Bukhârî’s role to the epistemological and methodological foundations of tafsîr bi al-maʾthûr, with particular attention to his exegetical practices in the kitâb al-tafsîr section of Șâḥîḥ al-Bukhârî. Employing a qualitative library-based approach, this article analyzes Șâḥîḥ al-Bukhârî as the primary source alongside classical and later tafsîr works grounded in the maʾthûr tradition. Data are examined using a relevance-and-impact analytical framework to assess both the immediate and enduring influence of al-Bukhârî’s contributions on the development of Quranic interpretive sciences. This approach enables an evaluation of al-Bukhârî not merely as a compiler of hadith but as a formative architect of exegetical methodology. The findings demonstrate that al-Bukhârî’s contribution to tafsîr bi al-maʾthûr extends beyond the preservation of prophetic reports. He significantly promoted institutionalizing riwâyah as a source of tafsîr, formulating methodological principles for source selection, and conceptualizing standards of authenticity that continue to inform exegetical practice. His rigorous validation of sanad established a systematic and selective model of Quranic interpretation that profoundly influenced subsequent tafsîr traditions. This study contributes to contemporary Quranic scholarship by clarifying the methodological legacy of al-Bukhârî and demonstrating its continued relevance for evaluating transmitted sources in modern interpretive debates.
Reframing Educational Conflict Through Quranic Ethics: A Conceptual Framework for Learning in the Society 5.0 Era Alif Hibatullah; Abu Bakar; Masruhan Masruhan; Tegar Aulia; Ruqoyyah Amilia Andania
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.41155

Abstract

The development of digital technology in the Society 5.0 era has driven significant transformation in the education system, particularly through the integration of artificial intelligence, big data, and digital learning platforms. Although these innovations improve access to knowledge and learning efficiency, the existing educational literature still tends to emphasize technological aspects without adequately addressing the dynamics of epistemic conflict that emerge from the plurality of knowledge sources within learning environments. This study aims to formulate a conceptual framework for educational conflict management based on Quranic ethical values in order to strengthen pedagogical resilience within the educational ecosystem of Society 5.0. This research employs a qualitative approach using thematic interpretation analysis of several Indonesian Quranic commentaries, including Tafsir Al-Misbah, Tafsir Al-Azhar, and other Indonesian tafsir works, focusing on Quranic narratives that represent the dynamics of knowledge conflict and pedagogical relationships, such as the stories of Prophet Moses and Prophet Khidr, Prophet Moses and the Bani Israil, Prophet Adam and Iblis, and Prophet Ibrahim and his people. The analytical process was conducted through thematic coding of various tafsir sources to identify ethical values relevant to conflict management in education. The findings show that conflicts in the learning process can be managed through Quranic principles such as epistemic patience, intellectual humility, disciplined dialogue, information verification, and moral courage in rational argumentation. These principles are then translated into an operational framework for educational conflict management that includes preventing conflict escalation, managing pedagogical dialogue, and restoring academic relationships. The scientific contribution of this study lies in the development of an educational conflict management framework that integrates thematic Quranic interpretation with the concept of pedagogical resilience in the Society 5.0 context. In this way, Quranic values are understood not only as moral ethics but also as epistemological mechanisms for managing educational conflicts within modern learning environments.
Operationalizing al-Shawkânî’s Ecological Values: A Tripartite Framework for Islamic Ecopedagogy Syaeful Rokim; Shalih Ali Al-Shahri; Budi Setiawan
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.36839

Abstract

The escalating global environmental crisis calls for innovative pedagogical frameworks capable of fostering ecological consciousness across diverse cultural and religious contexts. However, a persistent gap remains between the ecological values embedded in classical Quranic exegesis and their practical application in contemporary educational settings. This study addresses this gap by developing an Islamic ecopedagogical framework based on al-Shawkânî’s interpretation of Q.S. al-A‘râf (7:56–58) and aligning it with UNESCO’s Education for Sustainable Development (ESD 2030) agenda. Employing a qualitative-hermeneutical approach, the study analyzes al-Shawkânî’s tafsir alongside contemporary ecopedagogy literature to explore the educational implications of Quranic ecological ethics. The findings reveal four core ecological values: (1) anti-exploitative ethics (fasâd); (2) spiritual interconnectedness between humans and nature; (3) ecological sustainability and regeneration; and (4) gratitude-based environmental ethics. These values are systematically operationalized into a tripartite pedagogical framework consisting of spiritual internalization, curriculum transformation, and eco-project-based learning. Theoretically, this study contributes to Islamic education and sustainability scholarship by demonstrating how ecological values derived from classical Quranic exegesis can be translated into a structured ecopedagogical framework. Practically, it offers a scalable model that aligns Islamic educational traditions with the objectives of ESD 2030 and provides a contextually grounded approach for strengthening environmental stewardship and localizing global sustainability agendas within madrasahs and pesantren.
Bridging Quranic Epistemology and Outcome-Based Education: Digital Storytelling Pedagogy in Pesantren Taufikin Taufikin; Fajar Syarif; Muh. Ubaidillah Alghifary Slamet; Ahmad Hariyadi; Ahmad Falah; Moses Adeleke Adeoye
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.36802

Abstract

Outcome-Based Education (OBE) has increasingly been criticized for overemphasizing measurable competencies and technical achievements, neglecting ethical, spiritual, and philosophical dimensions of learning. Thus, pesantren offers an educational paradigm that integrates knowledge formation with moral and spiritual values in Islamic teachings. This study examines how the concept of Iqra’ (Q.S. al-‘Alaq [96]: 1-5 is contextualized within OBE framework by implementing digital storytelling pedagogy in pesantren. It employs a qualitative case study approach, combining in-depth interviews, participatory observation, and content analysis of short films produced by Islamic boarding school students and disseminated through digital platforms. It investigates how audiovisual narratives interpret, transform, and communicate Quranic values in contemporary learning. The findings reveal that digital storytelling projects reflect interconnected dimensions. First, the ontological dimension emphasizes the understanding of revelation as the foundation of knowledge and human consciousness. Second, the epistemological dimension is manifested in reading, interpreting, contextualizing, and transforming Quranic messages into creative audiovisual narratives. Third, ethical and moral values dissemination to wider audiences reflects an axiological dimension through digital media. These strengthen Quranic literacy and cultivate key OBE competencies (critical thinking, creativity, collaboration, communication, and digital literacy). This study significantly contributes to the Islamic education and contemporary pedagogy discourse. It proposes a conceptual framework bridging Quranic epistemology with OBE. It also demonstrates digital storytelling as a transformative pedagogical approach integrating spiritual formation with 21st-century competencies. Furthermore, it positions pesantren as an adaptive and innovative educational institution capable of harmonizing religious tradition, digital technology, and holistic learning in the contemporary digital era.
Moral Responsibility and Self-Regulation in Character Education: Evidence from Draz's Quranic Ethics Didi Darmadi; Muhammad Kholid Muslih; Zahratur Rofiqah Binte Mochamad Sandisi; Desnas Artanti
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.41241

Abstract

This study examines the relationship between moral responsibility and self-regulation in character education based on Muhammad Abdullah Draz’s ethical framework, employing a mixed-methods design. Draz’s ethical theory consists of several interrelated concepts, namely al-ilzâm (moral obligation), al-masûlîyah (moral responsibility), al-nîyah (intention), al-juhd (moral striving), and al-jazâ (moral consequence). Among these concepts, the present study specifically focuses on al-masûlîyah (moral responsibility) in relation to students’ self-regulation within the context of character education. The quantitative phase involved students in several schools, where data were collected using structured questionnaires and analyzed through correlation and regression analysis. The qualitative phase involved interviews to explore how moral responsibility is internalized and expressed in students’ daily behavior. The quantitative findings indicate that moral responsibility has a significant positive effect on students’ self-regulation. It suggests that higher levels of moral responsibility are associated with stronger self-regulatory capacities in learning and behavior. Supporting the result, the qualitative findings show that moral responsibility is developed through processes of reflection, habituation, and moral awareness within both classroom and school environments. Overall, the principles of al-masûlîyah (moral responsibility) and al-ilzâm (moral obligation) provide a robust conceptual framework for understanding character development, particularly in explaining how moral values shape students’ self-regulated behavior in the educational context of schools. Thus, Draz’s theory makes a significant contribution to the development of holistic, value-based character curricula and pedagogy that are responsive to contemporary social change.
Santri Resilience in Countering Religious Extremism: Evidence from Pesantren Education in Indonesia Vita Fitriatul Ulya; Moh Abdulloh Hilmi; Achmad Muhibbin Zuhri; Herfin Fahri; Vacharee Dedduang
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.38159

Abstract

This study examines how pesantren education strengthens santri’s resilience against extremist narratives in the digital era. Previous studies have highlighted pesantren’s role in promoting religious moderation and preventing radicalism. However, the psychopedagogical processes through which resilience against extremist ideologies is internalized at the individual level have received limited attention. Hence, this study investigates how character formation, emotional development, and critical religious understanding contribute to resilience-building within pesantren education. Pondok Pesantren Manbail Futuh Jenu Tuban, Indonesia, was selected for this qualitative case study design. The data were collected through in-depth interviews, participatory observation, and documentation. The thematic analysis is employed, involving coding, categorization, and theme development. The findings reveal that santri’s resilience against extremist narratives is intensified through psychopedagogical approaches embedded in pesantren activities, including halaqah discussions, mentoring, muhâsabah activities, informal counselling, and critical reflection on digital religious content. These practices foster critical awareness, emotional regulation, moral reasoning, and moderate religious perspectives. However, social media exposure, uncontrolled information flows, and emotional vulnerability remain significant challenges in shaping santris’ morality, social learning, and resilience theory within the pesantren context. It demonstrates that resilience against religious extremism is the results of various factors i.e. doctrinal instruction and the interaction of cognitive, emotional, social, and spiritual dimensions of education. These findings highlight the importance of integrating digital literacy, reflective learning, and emotional mentoring into contemporary character education programs to prevent religious extremism among Muslim youth. Accordingly, this study contributes to Islamic education discourse and resilience theory. It confirms that resilience against extremism is established through the psychopedagogical process in pesantren routine, in addition to religious doctrine transmission. 
Pesantren Kampus and the Preservation of Islamic Intellectual Traditions: Innovation in Indonesian Islamic Higher Education Muhamad Ali Mustofa Kamal; M. Nur Kholis Setiawan; Ilfi Nur Diana
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.41267

Abstract

This study examines the role of Pesantren Kampus within Islamic Higher Education Institution (IHEI) and its innovative strategies for sustaining Islamic knowledge amid modern academic challenges. Employing a descriptive qualitative approach, this study conducted field research at six IHEIs in Jakarta, Purwokerto, Wonosobo, Semarang, Yogyakarta, and Malang. Four main strategies are revealed: first, institutional integration between IHEI and pesantren connecting traditional Islamic studies and formal education; second, expanding technology-based programs reflects innovative teaching supported by a monitoring and evaluation application system; third, integration of turâth curriculum with modern research methodologies to strengthen the relevance of Islamic studies; and fourth, development of a community-based spiritual mentoring model to promote character development and academic ethics. These findings demonstrate that Pesantren Kampus functions not only as religious support institutions but also as spaces for the dissemination, transformation, and revitalization of Islamic knowledge within a modern higher education environment. Moreover, it highlights the impact of the four strategies on student formation, producing academically competent, religiously grounded, technologically literate, and socially engaged graduates. This study contributes to the discourse on IHEI by offering a conceptual framework of institutional, pedagogical, technological, and spiritual innovation for Pesantren Kampus. It also provides strategic roadmap for Pesantren Kampus to move beyond supportive roles and become active institutional participants in transforming Islamic knowledge paradigm within IHEI.
Islamic Educational Epistemology in Twentieth-Century Indragiri Hilir: A Philological Study of Majmû‘ al-Âyât wa al-Aḥâdîth Ridhoul Wahidi; Benny Afwadzi; Nasrullah Nasrullah; Siti Sarah Maidin
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.41380

Abstract

This study examines the reconstruction of Islamic education in twentieth-century Indragiri Hilir, Riau, Indonesia through a philological analysis of the manuscript Majmû‘ al-Âyât wa al-Ahâdîth fî Fadâ’il al-‘Ilm by Shaykh Abdurrahman Siddiq al-Banjari. This qualitative study employs philological and intellectual-historical approaches using the manuscript as the primary source and relevant historical literature as supporting data. Content analysis was employed to examine the manuscript’s textual structure and educational themes. The findings indicate that this manuscript represents an effort to develop Islamic education grounded in the Quran and hadith through a systematic and normative approach. The manuscript presents educational principles concerning religious learning, ethics, and scholarly authority. The manuscript integrates 42 Quranic verses, 55 hadith, and classical scholarly authorities, demonstrating the interconnection between epistemic authority, intentionality (niyyah), and transregional knowledge transmission. It also illustrates how Quranic verses and prophetic hadith were pedagogically employed to construct and legitimize educational knowledge within a local scholarly tradition. This study shows that the manuscript contains educational concepts that offer important insights into the development of Islamic education in Indragiri Hilir within its historical context. The manuscript reflects an epistemic framework integrating intellectual, moral, and social dimensions of Islamic education. The findings highlight the value of local manuscripts for reconstructing the history of Islamic education and understanding the epistemological foundations of Islamic learning. Thus, this study contributes to broader discussions in Islamic philology and the history of education in Southeast Asia.

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