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Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Muhammadiyah Malang Jalan Raya Tlogomas No. 246 Tlogomas, Babatan, Tegalgondo, Kec. Lowokwaru, Kota Malang, Jawa Timur 65144 Alamat Email: progresiva.jurnalpai@umm.ac.id
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Progresiva : Jurnal Pemikiran dan Pendidikan Islam
Published by Universitas Muhammadiyah Malang
ISSN : 25026038     EISSN : 26849585     DOI : https://doi.org/10.22219/progresiva.v8i2
Core Subject : Religion, Education,
Religion Education
Progresiva: Journal of Islamic Thought and Education. This journal is concentrated on various topics of Islamic thought and education, both those that study the classical Islamic discourse and contemporary themes. Thus, this journal is very open to receive scientific articles that discuss various developments in contemporary Islam, for example, Islam and the state; democracy, human rights, terrorism, religious radicalism, and topics related to millennial Muslims and social media.
Arjuna Subject : Umum - Umum
Articles 142 Documents
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Islamic Reform and Intellectual Accountability: Insights from the Life of Jamal Al-Din Al-Qasimi Khadeja Soude
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 13 No. 03 (2024): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v13i03.38094

Abstract

This article explored the life, ideas, and reforming methods of the renowned Syrian scholar Jamal Al-Din Al-Qasimi (1854–1914), whose substantial publications and thoughtful contributions had a profound impact on the Islamic world. During the 19th and early 20th centuries, when there was a great deal of intellectual and sociopolitical change, al-Qasimi was a prominent reformist thinker. He became a prominent voice in the fight against stagnation in Muslim society and for the revival of Islamic philosophy after being born in Damascus, Syria. As he tackled modern issues including the effects of colonialism, internal sectarianism, and intellectual decline, his scholarly pursuits were distinguished by an unshakeable dedication to maintaining the integrity of Islamic teachings. This work examines Al-Qasimi's influence on reformist philosophy using a historical analysis methodology, paying special attention to his social and intellectual activities. His involvement in important historical challenges, both literal and symbolic, that put his fortitude as a reformer to the test are highlighted in particular. The hallmark of his reformist legacy is his capacity to remain intellectually balanced in the face of divisive subjects. As to the findings, Al-Qasimi was a key player in tackling the issues of his time because of his thoughtful intellectual stance, support for an awakening of fundamental Islamic values, and stress on reason and critical thinking. Islamic philosophy is still influenced by his legacy in discussions about intellectual responsibility and reform. The extending significance of his approaches in managing the challenges of modernity is highlighted by this study.
Educator Character Construction in the Context of the Merdeka Curriculum: A Study of the Thought of K.H. Hasyim Asy'ari and Parker J. Palmer Tasurun Amma; Ahmad Zainuri; Fitri Oviyanti
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 13 No. 03 (2024): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v13i03.38805

Abstract

This study aims to analyze the concept of educator character according to K.H. Hasyim Asy'ari and Parker J. Palmer and its relevance in the Merdeka Curriculum in Indonesia, including several aspects, namely the character of educators from the perspectives of K.H. Hasyim Asy'ari and Parker J. Palmer, this study examines the comparison and integration of the ideas of two prominent figures and explores their relevance within the framework of the Merdeka Curriculum. The research employs a qualitative methodology, utilizing a literature review approach, with data sourced from the writings of these figures alongside additional supporting references. The data collected were analyzed through content analysis, comparative analysis, and thematic analysis to draw conclusions regarding the educator characteristics proposed by K.H. Hasyim Asy'ari and Parker J. Palmer, as well as their relevance to the Merdeka Curriculum. The findings revealed that the perspectives of K.H. Hasyim Asy'ari and Parker J. Palmer on educator character present distinct yet mutually complementary approaches to education. The concept of Mu'allim al-Fadhil from K.H. Hasyim Asy'ari emphasizes moral integrity, spiritual leadership, and Islamic values such as compassion, manners, and social responsibility. Meanwhile, Parker J. Palmer emphasizes authenticity, meaningful relationships, and emotional and spiritual intelligence in the concept of The Authentic and Relational Educator (ARE). Both approaches are relevant to the Merdeka Curriculum, which focuses on holistic learning, character development, and value-based personal facilitation to create a competent and virtuous generation.
Applying Hamka’s Psychopspiritual Therapy Among University’s Students: Case of Universitas Darussalam Gontor M. Shohibul Mujtaba; Imroatul Istiqomah; Fitri Setyo Rini
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.37453

Abstract

This study addresses the need to evaluate the effectiveness of Hamka’s psychospiritual therapy model in determining the steps, content, methods, strategies, and media applied in its use. For the counseling body at Universitas Darussalam Gontor (UNIDA), assessing this model’s effectiveness serves as a benchmark for the therapy practices already in place. Hamka’s psychospiritual therapy is highly relevant as it offers a therapy approach grounded in Islamic values, holistically integrating psychological and spiritual dimensions in addressing mental health issues. This is a distinct advantage, merging the intellectual legacy of the pesantren tradition with principles of both Islamic and modern psychology. The research aims to measure the effectiveness of Hamka’s therapy model, developed in previous studies, in tackling psychological and mental health issues at UNIDA Gontor, an Islamic boarding school university in East Java with a 24-hour on-campus student program. Employing a quasi-experimental method with an untreated control group design with dependent pre-test and post-test samples, the study divides subjects into control and experimental groups. Results indicate that the therapy model significantly enhances students' psychological well-being, suggesting that Hamka’s model is an effective and holistic approach for mental health issues in Islamic educational settings. The findings underscore its positive impact on counseling practices at UNIDA, supporting its potential broader application in similar environments.
Professional Networks, Innovative Motivation, and Learning Innovation Among Islamic Religious Education Teachers at Schools in Indonesia: An Analysis of SEM-PLS M. Mujab; Nur Ali; Angga Dwi Mulyanto; Anis Malik Thoha; Benny Afwadzi; Mahbub Humaidi Aziz
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.37589

Abstract

The purpose of this study is to explore the influence of professional networks and innovative motivation on learning innovation, especially in Islamic Religious Education (IRE/PAI, Pendidikan Agama Islam) teachers at schools in Indonesia. This study uses a quantitative approach with Structural Equation Modeling - Partial Least Squares (SEM-PLS) analysis. There were 241 IRE teacher respondents from various schools in Indonesia who participated in this study. The results of this analysis confirm that professional network significantly positively influences innovative motivation and learning innovation. Similarly, innovative motivation has a significant effect on learning innovation. Innovative motivation also significantly mediates the effect of social network on learning innovation. These findings mean that if professional networks are strong and innovative motivation is also great, learning innovation will increase. This research is limited to IRE teachers in Indonesia. This research adds value by focusing on the importance of professional networks and innovative motivation in encouraging increased learning innovation. It also provides new insights to education policy makers and school administrators on strategies to increase teachers' involvement in professional networks. In addition, encouraging teachers' motivation to innovate is also very important to improve their learning innovation.
Differentiation-Based Innovations in Islamic Education: A Study within Indonesia’s Merdeka Curriculum Framework Hasnahwati; Tobroni; Abdul Haris; Romelah
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.37688

Abstract

The Merdeka Curriculum at SMPIT Insan Madani represents a strategic innovation in Islamic Religious Education (PAI) to address contemporary educational challenges. This curriculum emphasizes student autonomy, differentiated instruction, and the integration of technology, aiming to reinforce Islamic values while aligning religious teachings with Islamic philosophy. Utilizing a qualitative methodology, this study collects data through observation, interviews, and documentation. The data analysis involves filtering relevant information, aligning it with theoretical frameworks, and evaluating educators' roles in PAI instruction. The implementation of PAI learning innovation follows a differentiated approach consisting of three key components: content, process, and product. Content differentiation involves assigning varied learning materials and tasks tailored to students’ comprehension levels. For example, students grouped based on their understanding receive different assignments to better suit their needs. Process differentiation allows teachers to assess students’ proficiency and adapt instructional methods accordingly. In the context of prayer lessons, students who face difficulties in reading are given corrective guidance, while those more advanced engage directly in practice activities. Product differentiation empowers students to demonstrate their understanding through creative outputs such as summaries or PowerPoint presentations, submitted independently to the teacher. This innovative approach reflects a personalized and transformative learning experience, ensuring that each student receives education suited to their individual abilities. The method aligns with the core principles of the Merdeka Curriculum by fostering autonomy, spiritual growth, and academic excellence. Overall, the differentiated PAI learning model at SMPIT Insan Madani serves as a practical response to students' diverse learning needs, equipping them with balanced spiritual and intellectual competencies relevant to the digital era and the demands of 21st-century education.
Enhancing the Development of Religious Spirituality Among Deaf Individuals Through Digital Media Yasri Hayyun Lathifaty; Arumawan Muhammad Muhsin; Yuliandari Ria Norfika; Putra Kivah Aha; Sari Ulfi Andrian
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 02 (2025): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i02.37869

Abstract

Religious spirituality is an essential requirement for every individual to attain a significant and tranquil existence. A method to attain this is by religious studies. Similar to society at large, individuals who are deaf also require the tranquility afforded by a profound religious devotion. Consequently, access to religious education is vital. In both informal and non-formal education, religious learning activities, including Islamic studies that aid deaf individuals' comprehension via sign language, remain significantly restricted. Consequently, a deaf da'wah community was established in Magetan Regency, East Java. The issues encountered included the reliance of da'wah execution on the discretion of the individual responsible and the considerable distances involved, which ultimately resulted in the creation of this digital-based da'wah medium for the hearing impaired. This study seeks to provide digital da'wah media for individuals with hearing impairments to enhance their religious devotion efficiently. The employed methodology was the Research and Development approach utilizing the ADDIE paradigm. This study determined that the produced film was appropriate for application and associated with the enhancement of religious spirituality within the deaf community that utilized it. The significant value derived from the correlation test is 0.001, which is below the threshold of 0.05, so substantiating this claim. The computed r value of 0.728 exceeds the tabulated r value of 0.468. These two measurements suggest a link between the deaf congregants' comprehension of Islamic teachings and their religious spiritual dispositions. This study concludes that H₀ is rejected and Hₐ is accepted, so affirming a favorable correlation between religious comprehension and the spiritual attitudes of deaf attendees.
Religion and Contemporary Ecology: Laudato Si and Ibn Arabi's Eco-Spirituality in the Perspective of Open Integrity Mochamad Ziaul Haq; Benedict Erick Mutis; Gerardette Philips
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.38032

Abstract

This study aims to explore the relationship between religious teachings and ecological awareness in responding to the environmental crisis in Indonesia. Specifically, the study focuses on Islam and Catholicism, examining the thoughts of Ibn Arabi and the concept of ecospirituality in Laudato Si. This research arises from the phenomenon of natural resource exploitation and the involvement of religious organizations in the management of mining areas. It questions the role of religion in limiting destructive behavior toward the environment. The study uses a qualitative method with data collection techniques through literature review on ecology, religion, and environmental policies. The findings reveal that the ecospirituality of Islam (Ibn Arabi) and Catholicism (Laudato Si) promote a triadic relationship: human, nature, and God. Human actions impact the understanding of nature and divinity. The process of humans honoring nature is akin to honoring the love and blessings of life from God. Nature can be seen as a mother who nurtures and cares for her children (humankind). Religion plays a key role here, particularly through its categorical imperatives. For example, the concept of ‘Insan Kamil,’ emphasized continuously by Muslims, or the ecospiritual encyclical Laudato Si, which stimulates ecological awareness in contemporary humans. This study offers a new interdisciplinary contribution to understanding the ecological crisis, especially in Indonesia, by integrating the religious dimension as a potential solution for environmental sustainability.
Integrating Religion and Science: A Desecularistic-Implementative Curriculum Model in Indonesian Islamic Universities: Study of Holistic-Integrative Approach Curriculum Development in Islamic Higher Institutions in Indonesia Andi Murniati
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.38200

Abstract

The Islamic Religious Education (PAI) curriculum at the university level in Indonesia is partial and dichotomous. Therefore, the construction of the PAI curriculum towards a desecularistic (unified) and implementable (applicable) approach is needed as a basis for providing education that is responsive to the demands of an increasingly progressive era. Educational curriculum based on a desecularistic-implementative approach is the basis for all activities, including coaching, educating, and developing the cognitive potential, character, and spirituality of students as a whole through an educational process without dichotomous barriers between religious knowledge and general knowledge (science). This research aims to analyze the construction of a PAI curriculum based on a desecularistic-implementative approach implemented at state Islamic universities (UIN) in Indonesia to solve the problematic educational dichotomy. This research uses a qualitative approach and the type of case study with participant observation and in-depth interviews as data collection techniques. Furthermore, the data was analyzed using the interactive model of Miles Huberman and Saldana. This research found that the construction of PAI curriculum was built through the "Spider Web" metaphor of UIN Yogyakarta, the "Ontological-Classificative Integration" of UIN Jakarta, the "Knowledge Tree" of UIN Malang, and the "Spiral Andromeda" of UIN Suska Riau. These four designs narrate the distinctive educational direction of each Islamic religious institution through its curriculum design but have similarities in terms of the "unification" of religious-Islamic values ​​with modern science. Implementation of the desecularistic-based curriculum downstream in the emergence of good graduates’ academic quality with a strong spiritual base and Islamic values. The strategy used by UIN includes three aspects: Preparing lectures with the "science integration" paradigm, implementing learning methods that internalize Islamic values, and adapting the Independent Campus Learning Program (MBKM).
Building Inclusive Education: Analysis of PAI Learning Strategies for SLB Phase E and F Nindy Putri Aprilia; ⁠Rudi Ahmad Suryadi; Saepul Anwar; Asy'ari; ⁠Putri Intan Utami; Utami Qonita Rahmi
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.38227

Abstract

Education is a fundamental right for every individual as mandated by the 1945 Constitution. However, several factors hinder its fulfillment, such as teachers ' lack of understanding regarding children with special needs and a curriculum that is not fully aligned with inclusive education principles considering diversity and individual needs. This study aims to analyze the alignment of Islamic Religion Education (PAI) teaching materials for students with special needs in Phases E and F of the Merdeka Curriculum and explore appropriate strategies for implementation in Special Needs Education (ABK). Using a qualitative descriptive approach, data were analyzed based on Miles and Huberman's steps, including data collection, reduction, display, and conclusion drawing. Findings indicate that : (1) PAI objectives, characteristics of each elements, and learning outcomes in Phases E and F are aligned with the needs of SMALB students with an average mental age of ±10 years; (2) teaching requires strategic adjustments and individualized approaches to cater to the specific needs of ABK groups , including those who are visually impaired, hearing impaired, physically disabled, intellectually disabled, emotionally disturbed, autistic, or gifted. These​ strategies significantly enhancing PAI learning, fostering individual with faith, piety, and noble character as mandated by the National Education System Law No. 20 of 2003.
The Curricular Reform and Implementation Barriers for Islamic Religious Education Teachers in Indonesia's Merdeka Belajar Era Richway; Maftuhah; Riyadi, Dedi Eko; Khozin; Humaidi, M. Nurul
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 02 (2025): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i02.38886

Abstract

This study investigates the obstacles encountered by Islamic Education (PAI) instructors in implementing the Merdeka Belajar Curriculum and the tactics utilized to overcome these difficulties. The Merdeka Curriculum represents a significant reform in Indonesia's educational system, prioritizing differentiated learning, learner autonomy, and flexible instructional design, necessitating that educators modify their pedagogical approaches to accommodate students' varied skills and needs. Nonetheless, its execution in Islamic Education poses unique obstacles. Data were gathered using a qualitative descriptive methodology through in-depth interviews, classroom observations, and document analysis with PAI teachers at the junior secondary level. The findings identify several significant obstacles, including inadequate conceptual comprehension of the curriculum framework, insufficient professional development and socialization, challenges in creating differentiated learning materials, ambiguous operational guidelines, weak institutional support, and limited leadership engagement. These obstacles impede instructors' pedagogical preparedness and diminish the efficacy of curriculum execution in classroom practice. In response, educators have implemented many coping mechanisms, including peer cooperation, self-directed learning, and informal instructional modifications. Nonetheless, these endeavors continue to be disjointed and predominantly solitary in character. This study highlights the critical necessity for systematic and ongoing professional development, robust instructional leadership, and cohesive policy support to improve teachers' ability to effectively execute the Merdeka Belajar Curriculum in Islamic Religious Education. The results enhance overarching dialogues regarding curriculum reform and educator preparedness within faith-based educational settings.

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