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An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial
Published by Sekolah Tinggi Agama Islam Madiun
ISSN : 23562277     EISSN : 25028863     DOI : 10.36835/annuha
Core Subject : Humanities, Education, Art,
Arts Humanities Education
Jurnal An- Nuha ISSN 2356-2277 SK no. 0005.065/JI.3.2/SK.ISSN/2014.07 adalah jurnal Kajian Islam, Pendidikan, Budaya dan sosial yang diterbitkan oleh Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Agama Islam (STAI) Madiun yang beralamatkan di Jl. Soekarno Hatta No. 70B Kota Madiun, Telp./ Fax. (0351) 463472, Hp. +6281328011729, E-mail: jurnal.annuha.staimadiun@gmail.com Nama An-Nuha terinspirasi dari beberapa ayat dalam alquran yang memiliki arti yang indah, salah satunya “pemilik akal yang sempurna yang selalu berpijak bahwa tiada Tuhan selain Allah dan tiada Pemelihara selain Dia” (Tafsir ibn katsir, juz 3 hal 156), juga bermakna pemikiran yang benar dan hati yang selalu istiqomah, (Tafsir Ibn Katsir juz 3 hal. 170). Hal ini menandakan betapa pemikiran yang ada di Jurnal ini diharapkan mampu mewakili pemikiran-pemikiran kritis dan keilmuan yang berbobot dengan kajian yang ada di STAI Madiun sesuai dengan visi nya yaitu terwujudnya tenaga pendidik yang professional dengan wawasan ilmu pendidikan, sosial, budaya, Islam, dan berakhlaqul karimah sehingga mampu mencerdaskan akal, menambah keimanan dalam hati dan memperluas wawasan keilmuan para pembaca, khususnya mahasiswa STAI Madiun dan Umat manusia pada umumnya
Arjuna Subject : -
Articles 174 Documents
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Conceptual and Practical Dimensions of Problem-Based Learning in Fiqh Instruction Cahyadika, Syarifulanam; Inayati, Nurul Latifatul
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 12 No. 2 (2025): December
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v12i2.867

Abstract

Fiqh learning in many Indonesian madrasahs continues to rely heavily on teacher-centered methods, resulting in limited student participation and low problem-solving ability despite national data indicating that 62% of junior secondary students fall into the low category in analytical competencies. This study addresses the persistent gap between the theoretical objectives of Fiqh as an applied discipline and the predominance of lecture-based instruction at MTs Muhammadiyah Blimbing, where preliminary observations revealed that only 22% of students were able to apply Fiqh rulings to real-life cases. The research aims to analyze the conceptual alignment and practical implementation of the Problem-Based Learning model, with particular attention to its planning, classroom enactment, and evaluation processes. Using a qualitative field research design, data were collected through classroom observations, in-depth interviews with the Fiqh teacher, and documentation analysis. Findings show that PBL was systematically planned through the preparation of contextual problem worksheets, structured group arrangements, and lesson plans aligned with PBL principles. Classroom implementation demonstrated increased student engagement, with students actively identifying problems, locating textual evidence, and discussing solutions, although participation remained uneven across groups. The evaluation phase combined process-based and summative assessments, revealing strong cognitive mastery but variable argumentation quality. Overall, PBL contributed positively to contextualizing Fiqh concepts and strengthening students’ analytical competence, indicating the need for enhanced scaffolding strategies, improved assessment design, and institutional support to ensure more equitable learning outcomes.
Transformation of Madrasah Governance Through The Implementation of Change Agents in Integrity Zone Development Suherman, Muhammad; Hanif, Muh.
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 12 No. 2 (2025): December
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v12i2.888

Abstract

Many consider it difficult for Islamic educational institutions to achieve integrity zones due to rigid bureaucratic culture and resistance to change. Previous studies have focused on the implementation of integrity zones in government institutions and madrasahs to improve services. However, the unique religious and cultural characteristics of madrasahs differ from public bureaucracies. This study aims to explore the role of Change Agents in developing integrity zones at Madrasah Aliyah Negeri 1 Cilacap, analyzing its contribution to strengthening governance based on good governance principles and Islamic moral values. Using a descriptive qualitative method with an exploratory case study approach, data was collected through interviews, observations, and secondary data reviews. Informants were selected purposively from MAN 1 Cilacap employees. The findings indicate that MAN 1 Cilacap has improved transparency and accountability through good governance principles and digital-based public services, including an information system for financial reporting, attendance, and online administrative services. The madrasah head has fostered shared commitment to a corruption-free environment, supported by a code of ethics and an integrity declaration. The integrity zone encourages behavioral transformation within the madrasah community, resulting in faster, more responsive, and satisfaction-based services, fostering an open, participatory culture focused on improving educational quality.
Analisis Kritik Kamil Musthafa Al-Siba’i terhadap Kitab Fajr Al-Islam Karya Ahmad Amin Umami, Normala Rista Wike
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 12 No. 2 (2025): December
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v12i2.889

Abstract

This study discusses how Kamil Musthafa al-Siba’i criticizes Ahmad Amin's book Fajr al-Islam, particularly regarding Amin's views on the emergence of fabricated hadiths and the prohibition of writing hadiths during the Prophet's time. In general, this study aims to explain the differences in perspective between the two figures, as well as to assess the basis of the arguments used by each. The method employed is a literature review by examining the book Fajr al-Islam, al-Siba’i's writings, and other supporting literature. The analysis is conducted by comparing Amin's more textual opinions with al-Siba’i's explanations, which are more contextual and historical. The results of the study show that al-Siba’i considers some of Amin's understandings of hadith to be inaccurate, especially when Amin concludes that the fabrication of hadiths had already occurred during the Prophet's time and when he interprets the prohibition of writing hadiths in an absolute manner. Al-Siba’i emphasized that the prohibition was temporary and aimed at preventing confusion in the writing of the Qur’anic revelation. Al-Siba’i’s critique shows that understanding hadith requires a more comprehensive approach, taking into account the social and historical context, not just the text alone. This study highlights the importance of critical analysis in examining the works of modern Muslim thinkers to ensure an accurate and balanced understanding of Islamic sources.
Religious Understanding of Online Loan Consequences and Usury (Riba) in Educational Financing Decisions Wardi, Moh; Hasanah, Farihatul; Irawati, Sri; Hodairiyah, Hodairiyah
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 12 No. 2 (2025): December
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64810/annuha.v12i2.917

Abstract

The rising cost of education has prompted students and families to seek alternative financing, including online loans. However, the use of online loans for education financing raises ethical and religious issues, particularly related to the practice of usury, which is expressly prohibited in Islamic teachings. This study aims to analyze the influence of religious understanding regarding the consequences of online loans and usury on individuals' decisions to use online loans as a source of education financing. This study used a mixed methods approach. Quantitative data were collected through a structured questionnaire from 20 respondents who had experience or considered using online loans for education, while qualitative data were obtained through in-depth interviews with 7 religious and community leaders regarding the concept, understanding, and impact of online loans on education financing. Quantitative data were analyzed using descriptive statistics and regression analysis to identify the relationship between religious understanding, awareness of loan consequences, and the decision to borrow for education financing. The analysis results showed that the variables of understanding online loans (X1) and understanding of religious values ​​(X2) did not have a significant influence on the decision to take out online loans for education financing (Y). Meanwhile, qualitative data were analyzed thematically to provide contextual and normative explanations for the quantitative findings. The results show that a higher level of religious understanding regarding usury and the socio-economic impacts of online loans significantly reduces individuals' likelihood of choosing online loans to finance education. Qualitative findings confirm that moral considerations, concerns about debt dependence, and a commitment to Islamic financial ethics are key factors in financial decision-making. This research contributes to the development of faith-based financial behavior studies and emphasizes the importance of religious literacy in addressing the challenges of education financing in the digital era.

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