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TAWASUT Indonesian Journal of Moderate Islam
Published by Universitas Wahid Hasyim Semarang
ISSN : 2338042X     EISSN : 27237990     DOI : http://dx.doi.org/10.31942/ta.v7i1.3413
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Indonesian Journal of Moderate Islam TAWASUT is a biannual peer-reviewed journal published in May and November by Postgraduate Program Wahid Hasyim University Semarang It is a multi disciplinary publication dedicated to promote Islam as raimatan li’alamin that spreads peace and tolerance. This journal warmly welcomes contribution from all scholars who have same vision.
Arjuna Subject : Umum - Umum
Articles 86 Documents
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The Concept of National Defense in the Book Al–Difa’ ‘An Al-Wathan Min Ahammi Al-Wâjibâti ‘Alâ Kulli Wâhidin Minnâ by Agus HM. Sa’id Ridwan Ela Agustina; Dewi Evi Anita
TAWASUT Vol. 12 No. 2 (2025): JURNAL TAWASUT
Publisher : Pascasarjana Universitas Wahid hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ta.v12i2.15114

Abstract

This article examines how the principles of Nahdlatul Ulamaa are linked to the spirit of nationalism by analyzing the concept of defending the country, such as the jargon presented by KH. Hasyim Asy'ari said hubbul wathan minal iman, which means love of the homeland is part of faith. In a book entitled Al-Difa' An Al-Wathan Min Ahammi Al- Wâjibâti 'Alâ Kulli Wâhidin Minnâ (Defending the Motherland: Some of the Obligations of Every Individual) by Agus HM. Sa'id Ridwan also explained very clearly the forms and manifestations of defending the country as a reflection of love for Indonesia's homeland. This book discusses the importance of love for one's country and how important it is for Muslims to defend their country.Keyword: Defending, Motherland
Developing an Inclusive Pesantren Curriculum through the Integration of the Hidden and Formal Curricula Nurdianzah Erry; khotijah siti; Azizah Nurul
TAWASUT Vol. 13 No. 1 (2026): JURNAL TAWASUT
Publisher : Pascasarjana Universitas Wahid hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ta.v13i1.16866

Abstract

Islamic boarding schools (pesantren) possess a distinctive educational system that integrates formal learning with boarding life to foster students' character development. However, curriculum implementation in inclusive pesantren remains predominantly focused on the formal curriculum, while the hidden curriculum embedded in the boarding school culture has not been systematically integrated into curriculum design. This study aims to develop an inclusive pesantren curriculum model based on the integration of the hidden curriculum and the formal curriculum to promote holistic, inclusive, and character-oriented learning. The study employed an Educational Design Research (EDR) approach consisting of needs analysis, model design, conceptual validation, and model refinement. The conceptual findings indicate that the hidden curriculum is manifested through the exemplary leadership of kiai, the culture of adab (Islamic ethics), boarding school life, religious habituation, social interaction, and organizational culture, all of which contribute significantly to students' character formation. Meanwhile, the formal curriculum primarily supports academic achievement but remains insufficiently connected to the learning experiences embedded in pesantren life. This study proposes an integrated curriculum model that combines learning objectives, formal instruction, pesantren culture, daily habituation, inclusive learning support, and authentic assessment into a coherent educational system. The proposed model provides a conceptual framework for developing a more adaptive, inclusive, and value-based curriculum while preserving the distinctive educational traditions of pesantren.
Clinical Supervision With A Gender-Responsive And Child-Friendly Perspective: A Reflective Strategy For Creating Safe, Inclusive, And Equitable Learning Environments Sofi Izulkhaq; Ifada Retno Ekaningrum; Dewi Evi Anita
TAWASUT Vol. 13 No. 1 (2026): JURNAL TAWASUT
Publisher : Pascasarjana Universitas Wahid hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ta.v13i1.15130

Abstract

This study examines the conceptual integration of gender-responsive and child-friendly perspectives into clinical supervision as a reflective approach to supporting safe, inclusive, and equitable learning environments. The study aims to explore how clinical supervision can provide a structured space for teachers and supervisors to reflect on gender equality, children’s rights, participation, safety, and inclusive classroom practices. This study employed a **qualitative descriptive approach** based on an analytical review of relevant scholarly literature, educational policy documents, and established models of clinical supervision, gender-responsive pedagogy, and child-friendly education. The data were analyzed thematically to identify recurring concepts and relationships among the three perspectives and to examine their integration within the stages of clinical supervision. The findings identify four interconnected themes: clinical supervision as a reflective professional process; gender responsiveness through critical reflection on classroom interaction and participation; child-friendly practices through attention to safety, dignity, and participation; and the integration of these perspectives across pre-observation planning, classroom observation, and post-observation reflection. The analysis suggests that clinical supervision has conceptual potential to function beyond a technical and evaluative mechanism by providing a structured space for professional dialogue, critical reflection, and ethical consideration of teaching practices. The integration of gender-responsive and child-friendly principles may therefore strengthen teachers’ attention to equity, inclusion, student participation, safety, and children’s rights. The study contributes a conceptual framework that connects clinical supervision, gender-responsive pedagogy, and child-friendly education within the Indonesian educational context and provides a basis for further empirical investigation.
Epistemology, Ontology, And Axiology In Islamic Education: A Philosophical Study Of The Nature Of Muslim Education Muhammad Fuad Hasyim
TAWASUT Vol. 13 No. 1 (2026): JURNAL TAWASUT
Publisher : Pascasarjana Universitas Wahid hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ta.v13i1.16807

Abstract

This study aims to philosophically analyze the relationship between epistemology, ontology, and axiology in Islamic education as a comprehensive paradigm for building a holistic Muslim education system. The study employs a library research method using philosophical, conceptual, and historical approaches. Data were collected through a documentary study of primary sources, including the Qur’an, hadith, and works by prominent figures in Islamic education, as well as secondary sources such as reputable scholarly articles, books, conference proceedings, and relevant dissertations. Data analysis was conducted using content analysis, philosophical analysis, comparative analysis, and synthetic analysis. The research findings indicate that the epistemology of Islamic education is grounded in the integration of revelation, reason, the senses, and intuition as complementary sources of knowledge. This epistemological foundation forms the ontology of Islamic education, which views human beings as 'abd Allāh and khalīfah fi al-arḍ, while knowledge is understood as a divine trust aimed at shaping the insān kāmil. Furthermore, this ontology gives rise to an educational axiology oriented toward adab education, character education, and the development of civilization. The novelty of this study lies in the formulation of an integrative model that positions epistemology as the foundation of ontology and ontology as the basis of the axiology of Islamic education, thereby producing a tauhid-based paradigm of Islamic education relevant to the development of curriculum, instruction, and educational policy in the Society 5.0 era.
The Historical Transformation Of Islamic Education In The Nusantara : From The Pre-Kingdom Era To Its Integration Into The National Education System Hanif Fatkhu Nizam Nizam; Mudzakir Ali
TAWASUT Vol. 13 No. 1 (2026): JURNAL TAWASUT
Publisher : Pascasarjana Universitas Wahid hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ta.v13i1.17034

Abstract

This study aims to provide a comprehensive analysis of the historical transformation of Islamic education in the Indonesian archipelago, spanning five crucial phases: the pre-kingdom era, the Walisongo era, the era of Islamic sultanates and kingdoms, the Dutch colonial period, and its formal integration into the contemporary National Education System. Using a historical-descriptive research method with a literature review and source criticism approach, this study explores how traditional institutions such as suraus, pesantrens, dayahs and madrasahs evolved in response to the socio-political dynamics of the times. The findings indicate that during the early phase and the Walisongo era, Islamic education developed organically on a cultural basis and adaptively through a humanistic approach. During the era of the sultanates, formal institutionalisation took place, democratising access to intellectual pursuits. Entering the Dutch colonial era, the pressure of discriminatory policies (such as the Guru Ordonansi and the Peraturan Sekolah Liar) triggered a defensive-modernist response in the form of the emergence of movement organisations such as Muhammadiyah and Nahdlatul Ulama. In the post-independence era, up to the enactment of the National Education System Act No. 20 of 2003 and the Pesantren Act No. 18 of 2019, the dualism inherited from the colonial era was gradually bridged towards systemic integration, although challenges regarding substantive equality in quality and digital disruption still require the sustained acceleration of professional institutional management.
The Historical Roots of Islamic Education in Indonesia: A Study of Pre-Islamic Education Ulil Albab
TAWASUT Vol. 13 No. 1 (2026): JURNAL TAWASUT
Publisher : Pascasarjana Universitas Wahid hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ta.v13i1.17064

Abstract

This study aims to investigate the historical foundations of Islamic education in Indonesia by examining educational systems and practices that developed prior to the arrival of Islam. The study employs a library research method using a historical-qualitative approach. Data were collected from various relevant sources, including scholarly books, peer-reviewed journal articles, historical records, and other academic documents. The collected data were analyzed through content analysis to identify the characteristics, values, and developmental patterns of educational practices in pre-Islamic Indonesian society. The findings reveal that educational practices had already been established before the emergence of Islam in Indonesia, primarily through family-based education, indigenous communities, and educational institutions influenced by Hindu-Buddhist traditions. These educational systems functioned not merely as mechanisms for transmitting knowledge but also as means of cultivating moral values, spiritual awareness, social responsibility, and practical life skills. Furthermore, educational relationships were characterized by close and personal interactions between educators and learners, reflecting the strong integration of education with the social and cultural life of local communities. The arrival of Islam did not completely eliminate the educational traditions that had previously developed. Rather, the process of Islamization involved adaptation, accommodation, and integration between existing local values and Islamic teachings. This historical process contributed to the emergence of distinctive characteristics of Islamic education in Indonesia, particularly its inclusive, adaptive, and culturally rooted nature. Therefore, pre-Islamic educational traditions constitute an important historical foundation for understanding the development of Islamic education in Indonesia and demonstrate how educational transformation can occur through cultural continuity, contextual adaptation, and the integration of religious values with local traditions.

Page 9 of 9 | Total Record : 86

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