Ar-Raniry, International Journal of Islamic Studies
The scope of Jurnal Ar Raniry is conceptual ideas in the study of Islamic sciences: Education Islam, Al-Quran and Hadith, Thoughts in Islam, Fiqh and Islamic Rules, History and civilization of Islam, Language and Islamic literature, Dakwah and Islamic Communication and Modern developments in Islam. The presence of this journal is intended to respond to and inform the development of current academic issues related to Islamic studies. Contributions of scholars both from internal and external articles will be warmly welcomed with great appreciation.
Articles
217 Documents
<![CDATA[Pendekatan Hermeneutik Dalam Pemahaman Hadis (Kajian Kitab Fath al-Bari Karya Ibn Hajar Al-‘Asqalani) ]]>
<![CDATA[Agusni Yahya]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 1, No 2 (2014): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v1i2.7393
<![CDATA[The hadith explanation book of Sahih al-Bukhari written by Ibn Hajar Al-„Asqalani, Fath al-Bari, is one of the most popular books in Moslem ummah. Is widely used by Moslem scholars to meet the meanings of hadiths compiled by the imam al-Bukhari in his Sahih al-Bukhari. Fath al-Bari is considered significant to do the research on it in order to develop the science of hadith, mainly through the hermeneutic method. By using this method, the research questions are: 1. How does Ibn Hajar Al-„Asqalani explain the matans (hadith texts) of Sahih al-Bukhari in connection with the hermeneutic method? 2. What are the hermeneutic principles used by Ibn Hajar Al-„Asqalani in his explanations of hadith? This research is expected to respond to the research questions above so that it can be implemented in the field of hadith in relation to develop hadith methodology. Finally, the research uncover that in his explanations of hadiths, Ibn Hajar Al-„Asqalani has oriented his world views to the classical Islam, the era of Prophet‟s companions and their successors, the Salaf al-Salih. He does not express the Islamic world issues available in his time in his explanations of the hadiths. He is considered a normative „ulama since he is not influenced by the emerging cases situated his time in Egypt, Mecca and Madina. He tends to be textual to explain the matans of hadiths although to some extent he uncovers the historical contexts of the hadiths he explains. This is common for a muhadith whose main job is to collect and narrate the whole data on Prophet‟s sayings, acts, and permissions either on sanads (narrators) or matans (texts).]]>
<![CDATA[Islamic Education in Indonesia: Study of Azyumardi Azra's Thought ]]>
<![CDATA[M. Adib Fuadi Nuriz]]>;
<![CDATA[Jaffary Awang]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 5, No 2 (2018): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v5i2.9836
<![CDATA[Globalization lately has an impact on Islamic education of Muslim society. In Indonesia, the Islamic education currently has a great contribution to national development. But it is not easy to achieve the purpose of Islamic education because of a problem with the concept and method of Islamic education itself. This research examines the current Islamic education thought, according to Azyumardi Azra. This is a literature study using content analysis and critical approach. As the results and conclusion, I found that Azyumardi Azra’s thought that Moslem people can answer the modernity only by become of Islamic education that Muslims people should answer the modernity by modern education, with integrating between the classical model of Islamic education and modern western education, building the Islamic education more inclusive, liberal, and democratic. Some critics for this, the modernization in Islamic education developed by Azyumardi Azra was influenced by the western thought especially the view of pluralism and liberalization where this view need to criticised within Islamic worldview.]]>
<![CDATA[Creation-From Pre-Eternity To Probability (Al-Jadid) Tahafut Al-Falasifah) A Contribution To The History Of Muslim Philosophy ]]>
<![CDATA[Naseeb Ahmed Siddiqui]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 4, No 1 (2017): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v4i1.7522
<![CDATA[It is not the physical world consist in itself as to what reality is, but proof of ultimate reality. Reality does not change by changing the process rather attributable quality named from A to B or This to that but essence remains the same. Process in metaphysics has two inseparable parts according to philosophers, cause and effect, which in any case intrinsic to every event coming into being. Denying either one makes impossibility of event. Once cause with all necessary condition fulfilled, cannot delay its effect by necessity, which is the sole premise with philosophers to assume worlds pre-eternity. On the contrary, according to Islamic theologians, it is not necessary and condition for event to have causal connection and it is possible to delay effect in presence of cause also and this is possible in conventional as well as rational and reasoning level. The central issue rose by Imam Al-Gazali (rahmatullahali) in his`Tahafut Al-falasifa concerning the world’s pre-eternity rotate around the cause and effect. He showed the incoherence of arguments posed by philosophers and proposed that it’s possible to delay the effect. Now, after 800 years, creation already unveiled my steries in the form, which both the parties (Philosophers and theologians) did not know. However, who won the debate over world’s pre-eternity is still open. This paper will try to fill that gap by attempting direct discussion of Tahafut Al-falasifa on the issue of world pre-eternity, considering cause and effect as central debate and will show that what Imam Al-Gazali (rahmatullahali) proposed was correct: The delay in effect with cause is possible. This will be a contribution to the Islamic theology collecting physical facts from science, which anyhow reached to the same level where it meets metaphysics. This will be the latest debate on the issue, and provide new insights on some of core results of scientific theories, which are not considered yet.]]>
<![CDATA[Islamic Education Model in Madrasah in The Perspective of Islamic Education Philosophy ]]>
<![CDATA[Mirza Mahbub Wijaya]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 8, No 1 (2021): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v8i1.9375
<![CDATA[Madrasah is an Islamic educational institution that is unique in Indonesia. On this fact, this study tries to explore the philosophical foundation of the existing system in madrasah. This research is a literature review. Data analysis uses a descriptive analysis method and philosophical approach. This study results concluded that the Islamic education system in madrasah has three philosophical foundations, namely ontology, epistemology, and axiology. The ontology dimension shows the existence of madrasah as tafaqquh fi al-din to instill the principles of akidah akhlak. In terms of epistemology, madrasah prioritize religiosity as a scientific development. In the axiological dimension, Islamic education aims to develop people who are oriented towards the afterlife.]]>
<![CDATA[The Journey of Isra' and Mi'raj In Quran And Science Perspective ]]>
<![CDATA[Rahmati Rahmati]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 4, No 2 (2017): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v4i2.7587
<![CDATA[Isra Mi'raj raises many riddles from scholars and scientists. It also raises many doubts among Muslims about the validity. Based on that journey, many questions arise whether the physical and the spirit of Muhammad as a whole or just soul which is tripped by God. The speed of light which is expressed as the highest speed in science is not enough to make that far trip in a short time. This paper discusses the information that leads to the new indication, even though the truth cannot be ascertained. This paper used the zero Celvin theory to interpret Surah Al-Isra verse 1.]]>
<![CDATA[Islamic Education in Sri Ratu Tajul Safiatuddin’s Period (Historical Review) ]]>
<![CDATA[Rahmad Syah Putra]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 2, No 2 (2015): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v2i2.7497
<![CDATA[The background of this study is to see how the Islamic education in Sri Ratu Tajul Alam Safiatuddin's period, at that time the kingdom of Aceh Darussalam peak of its glory (Century XVII), it was visited by many scholars (Ulama and the Poet), foreign and domestic. Among those who came, there are some scholars who stayed in Aceh and return to his homeland as well. While in Aceh, they became a teacher, especially in the science of religion and the author of books on various branches of science. Since the number of teachers and authors who live in Aceh make Aceh as "Qibla" the study of Islam and other sciences in the archipelago at that time. The purpose of this study was to determine how the system of Islamic education in the XVII century (1050-1086 H = 1641-1675 AD), the progress and the development of Islamic education in Aceh during the reign of Sri Ratu Tajul Alam Safiatuddin and compliance with the current context. Data from this study were obtained through the collection of a variety of references and relevant sources, then in their analysis authors use literature review, the results of the processing of these data are concluded that the Islamic Education In Sri Ratu  Tajul Alam Safiatuddin's period was very advanced, because he encouraged the importance of education and science when he lead, at that time science and education in Aceh were developed so well, the literature of Malay-Aceh was very well-known to all over the world.]]>
<![CDATA[Pembinaan Karakter Intelektual Aceh dalam Pembangunan Masyarakat Madani ]]>
<![CDATA[Saifullah Saifullah]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 1, No 2 (2014): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v1i2.7382
<![CDATA[Pembinaan karakter di beberapa negara sudah mendapatkan prioritas sejak pendidikan dasar dimulai. Namun di Indonesia, khususnya Aceh pendidikan karakter masih dipandang sebagai wacana dan belum menjadi bagian yang terintegrasi dalam pendidikan formal. Makalah ini membahas tentang pentingnya pembinaan karakter intelektual Aceh dalam pembangunan masyarakat madani. Dimulaidengan melihat pengertian dari esensi karakter itu sendiri yang terintegrasi dengan format pembinaan karakter dan peran dari intelektual dalam pembangunan bangsa secara umum dan Aceh secara khusus.]]>
<![CDATA[Wawasan Al Quran tentang Pemberantasan Korupsi ]]>
<![CDATA[Samsul Bahri]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 4, No 2 (2017): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v4i2.7555
<![CDATA[Korupsi merupakan salah satu tantangan terberat bagi pembangunan di sebuah negara. Kemakmuran rakyat akan sangat sulit tercapai apabila di wilayah tersebut terjadi korupsi. Semakin tinggi tingkat kuantitas dan kualitas praktek korupsi, semakin mempersulit pencapaian kemakmuran rakyat. Dari sisi lain, korupsi tergolong sebagai kejahatan yang luar biasa, dan oleh karenanya pemberantasannya pun harus dilakukan dengan cara luar biasa pula. Pemberantasan secara luar biasa antara lain berupa pengerahan segenap potensi dan pemanfaatan segala instrumen yang ada dalam masyarakat. Salah satu di antaranya adalah pemanfaatan ayat-ayat al-Qur’an yang berkenaan dengan pemberantasan korupsi. Pemanfaatan ayat-ayat al-Qur’an untuk keperluan pemberantasan korupsi tidak dapat dilakukan secara serampangan, tetapi harus melalui kategorisasi dan interpretasi yang memadai. Dari sana akan diketahui bahwa al-Qur’an mempunyai wawasan tersendiri mengenai pemberantasan korupsi yang spesifik]]>
<![CDATA[The Islamization of Human Resource Management Textbook For Higher Education in Indonesia Through Al-Faruqi’s Theory ]]>
<![CDATA[Wisber Wiryanto]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 3, No 1 (2016): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v3i1.7431
<![CDATA[Western secularization is the main cause of educational problems and is extremely damaging if it is not solved immediately. Based on al Faruqi’s theory, the only way to solve educational problems caused by the secularization of Human Resource Management (HRM) is through the Islamization of Knowledge (IOK). The research used descriptive qualitative method will answer the main question: how is the operationalization of Al Faruqi’s theory solving education problems caused by secularization? This research aims to apply the IOK al-Faruqi theory into the IOHRM concept, with the framework consisting of the input through 15 HRM textbooks, whichare used by several universities in Indonesia with a Western worldview as a dominant tendency than Islamic worldview. This research analyzes the process and synthesis of Western and Islamic-legacy of HRM; and as its output, a non-secular HRM textbook using the Islamic worldview approach. As the result, this output will reduce the dominance of the secular HRM textbook in the Western worldview approach. The findings of this research are: (1) To create the IOHRM concept derived from the IOK al-Faruqi theory, which is applied through a process of analysis and synthesis of Western and Islamic-legacy of HRM; (2) Analysis of the IOHRM, through the process, analyzes the category, and then analyze the relevance, differences, and problems of Western and Islamic-legacy of HRM; (3) Synthesis of the IOHRM, by integrating Western and Islamic-legacy of HRM, using the dual process of the IOK al-Attas theory in Islamic worldview approach; and (4) an Islamic HRM textbook.]]>
<![CDATA[The Effects Of Information And Communication Technologies (ICT) On The Teachings/ Learning Of Arabic And Islamic Studies ]]>
<![CDATA[Kamal-deen Olawale Sulaiman]]>
<![CDATA[ Ar-Raniry: International Journal of Islamic Studies Vol 2, No 1 (2015): Ar-Raniry: International Journal of Islamic Studies ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jar.v2i1.7372
<![CDATA[Arabic and Islamic Studies are very wide to be covered extensively within the confines of classroom lessons. These confines can be broadening to cover all areas of the subjects using modern information and communication technologies to meet and stimulate the interest, appreciation and curiosities of students. This paper, therefore, intends to investigate the overall effects of ICT in the teaching/learning of Arabic and Islamic Studies for the 21st century in Nigeria. It, also, investigates the role of ICT in the teaching/learning of the two subjects and the challenges facing the teachers of the subjects. The ICT resources for teaching/learning of the subjects would also be examined. The methodology employed in this study was derived from books, journals, archives, newspapers, reports, internet and the Holy Qur’an. The paper emphasizes the importance of making schools conducive for learning and one major factor that contributes to learning process is the use of ICT. It, also, revealed that, ICT is used as a teaching aid possibly in the demonstration and discussion processes. The paper recommended that it is significantly important for the Arabic and Islamic studies teachers to understand the skills and knowledge required in the ICT era. Also, priorities for future development and acquiring of ICT knowledge is essential to Arabic and Islamic Studies teachers so as to be able to apply ICT knowledge where appropriate in their professional lives as educators, education analysts and school managers. While it concluded that the ICT has a lot of roles in the teaching/learning of Arabic and Islamic studies.]]>
