IJIS: Ihyaul Ulum Journal of Islamic Studies
Journal title IJIS: Ihyaul Ulum Journal of Islamic Studies English Title IJIS: Ihyaul Ulum Journal of Islamic Studies Short title IJIS Frequency Four times a year (January, April, July, and October) DOI https://doi.org/10.31538/IJIS Online ISSN 3163-8147 Language English, Indonesia Managing Editor Moh. Irfan Sulthoni, Orcid ID (0009-0007-9260-6577) Publisher STAI Ihyaul Ulum Dukun Gresik, East Java Indonesia Citation Analysis Google Scholar IJIS: Ihyaul Ulum Journal of Islamic Studies is a high-quality open-access peer-reviewed research journal published by STAI Ihyaul Ulum Dukun Gresik, East Java, Indonesia. IJIS: Ihyaul Ulum Journal of Islamic Studies is published four times a year (January, April, July, and October). DOI; https://doi.org/10.70281/IJIS. IJIS: Ihyaul Ulum Journal of Islamic Studies is an international peer-reviewed, open-access journal that publishes high-quality research on various aspects of Islamic Studies. The journal serves as a forum for academics, researchers, and practitioners to disseminate innovative ideas, theoretical perspectives, and empirical findings related to Islam and Muslim societies. It welcomes original research and review articles in the fields of Qur'anic Studies, Hadith Studies, Islamic Theology (Aqidah), Islamic Law (Fiqh and Usul al-Fiqh), Islamic Education, Islamic Economics and Finance, Islamic History and Civilization, Sufism, Islamic Thought and Philosophy, Contemporary Islamic Issues, Islamic Politics, Islamic Culture, Islamic Communication, Dakwah Studies, and other interdisciplinary studies related to Islam. IJIS: Ihyaul Ulum Journal of Islamic Studies collaborates with the PDTII (Indonesian Islamic Tarbiyah Lecturer Association) (MoU).
THE IMPLEMENTATION OF THE COMMUNICATIVE APPROACH (AL-MADKHAL AL-ITTISHALI) IN ARABIC LANGUAGE LEARNING
This study aims to examine the concept, principles, and implementation of the communicative approach (al-madkhal al-ittishali) in Arabic language learning, as well as to analyze its effectiveness and the challenges encountered in its implementation. The study is motivated by the fact that Arabic language learning in many educational institutions is still dominated by a structural approach oriented toward the mastery of nahwu (syntax) and sharaf (morphology), so that learners' active communicative ability, particularly speaking skill (maharah kalam), remains underdeveloped. This research employs a qualitative approach using the library research method. Data were collected through documentation techniques from scholarly journal articles, books, and prior research relevant to the communicative approach, second language acquisition theory, and the teaching of Arabic language skills. The collected data were analyzed using content analysis combined with thematic analysis. The findings show that the communicative approach positions communicative competence, rather than mere linguistic competence, as the primary goal of Arabic language learning, emphasizing authentic, contextual, and interactive language use through activities such as muhadatsah (conversation practice), simulation, role-play, and discussion. Various empirical studies indicate that the implementation of this approach consistently improves learners' speaking skills, although its implementation still faces challenges such as limited instructional time, the scarcity of an authentic Arabic-speaking environment, and teachers' tendency to revert to grammar-based teaching patterns. This study recommends strengthening teacher training, developing teaching materials based on communicative contexts, and creating a supportive language environment as strategic steps to optimize the implementation of the communicative approach in Arabic language learning.
DIGITAL PHILAUTIA CRISIS AMONG GENERATION Z FROM THE PERSPECTIVE OF ISLAMIC SOCIOLOGY
This study aims to analyze the characteristics, causal factors, and social implications of the digital philautia crisis among Generation Z from the perspective of Islamic Sociology. The study is motivated by the rapid development of digital technology, which has transformed patterns of social interaction, identity construction, and communication, creating a paradox in which Generation Z is increasingly connected through digital platforms while simultaneously experiencing loneliness, social alienation, and dependence on online validation. Although numerous studies have examined the psychological effects of digital media, research integrating the concept of digital philautia crisis with the perspective of Islamic Sociology remains limited. This research employed a qualitative approach using a literature review method. Data were collected through documentation techniques by examining scholarly journal articles, academic books, and other relevant scientific publications related to digital transformation, social media, social comparison, loneliness, and Islamic sociological perspectives. The collected data were analyzed using descriptive-analytical and content analysis techniques to synthesize and interpret previous research findings. The results indicate that the digital philautia crisis is characterized by excessive dependence on digital validation, intensive social comparison, weakened authentic interpersonal relationships, and increasing digital loneliness. Furthermore, the phenomenon reflects a decline in social solidarity and a shift toward individualistic values that are inconsistent with the Islamic principles of ukhuwah, ta'awun, and balanced relationships between human beings, Allah, themselves, and society. Therefore, strengthening digital literacy, self-regulation, and Islamic social values is essential to promote healthier digital engagement and reinforce social cohesion among Generation Z in the contemporary digital era.
CONCEPT OF EARLY CHILDHOOD EDUCATION PERSPECTIVE OF THE QUR'AN SURAH LUQMAN VERSES 12-15
This study aims to analyze the concept of early childhood education in the perspective of the Qur'an, especially contained in the letter Luqman verses 12-15 as the foundation of Islamic education that is relevant in shaping the character of children from an early age. This research is motivated by the importance of presenting the concept of education that is not only oriented to intellectual development, but also able to instill the values of faith, morals, and morals as the main foundation of child development in the midst of various challenges of modern education. This study uses a qualitative approach to the type of library research (library research). The Data was collected through documentation studies on primary sources in the form of the Qur'an Surah Luqman verses 12-15 and supported by various relevant scientific literature. Data analysis was conducted using content analysis techniques to identify and interpret the educational values contained in these verses. The results showed that the concept of early childhood education in the letter Luqman verses 12-15 includes planting an attitude of gratitude to God, monotheistic education as the basis of faith, care based on compassion, character formation through respect for parents, the development of children's potential according to their interests and talents, as well as attention to physical growth through the fulfillment of nutritional needs from an early age. In addition, the education exemplified by Luqman emphasizes the importance of example, wise communication, and the habituation of Islamic values in the upbringing process. The findings of this study confirms that the concept of education in Surah Luqman verses 12-15 has a strong relevance to be implemented as a foundation of early childhood education that is holistic, integrative, and oriented to the formation of a generation of faith, noble character, and has a balance between spiritual, intellectual, social, and physical development
THE ROLE OF SEKOLAH ADIWIYATA PROGRAM IN THE FORMATION OF ENVIRONMENTAL AWARENESS CHARACTER FOR STUDENTS OF SDN GULOMANTUNG GRESIK
This paper presents about the formation of a caring and cultured character for the environment for students at school. Along with the increasing number of environmental problems, it is important and urgent to further intensify the environmental care movement in the context of education, thus giving birth to the concept of green school and green curriculum, which is realized through the adiwiyata program. This study uses a qualitative method with a case study approach, with the research site at SDN Gulomantung Gresik. The results of the study show that the challenges and character building of students who care and are cultured in the environment include; first, low community support for the adiwiyata program, Second, parental support that has not been optimal in creating a caring and cultured school environment, Third, the changing times that are increasingly advanced make all human needs easily fulfilled with the help of machines. Meanwhile, the character building strategy for students who care about and are cultured in the environment through the Adiwiyata program is carried out through; first, character building that is integrated into learning activities, second through the formation of school culture, Third, extracurricular activities, Fourth, involving families and the community
COMPARISON OF THE THOUGHTS OF MUHAMMAD ABDUH AND KI HAJAR DEWANTARA ABOUT EDUCATION
The dynamics of the growth and development of Islamic Education at this time are inseparable from the progress of figures who contributed their thoughts and ideas in building education, such as Muhammad Abduh and Ki Hajar Dewantara, two figures who have a very great reputation in developing the world of education, a broad outlook. and deep insight into Islamic teachings influenced the thoughts of the two figures in viewing the issue of Islamic education. Therefore, a number of ideas and thoughts arose from the two figures in managing the education system in accordance with Islamic teachings. This research used the library research method or the thought library research from both of them made very significant reforms in the world of education, Ki Hajar Dewantara has an innovation that is pursued emphasizes the character, thoughts, and development of children, while Muhammad Abduh has thoughts on how students' learning is not limited by existing knowledge with current learning methods that are not monotonous with classical learning. character, thoughts and child development, Abduh can revive the fighting spirit of Muslims to continue advancing in the field of science after experiencing a phase of stagnation. Abduh's renewal idea was a very big influence on education at that time and is still isolated today. He initiated an educational curriculum based on science and philosophy that uses reason without abandoning religious studies.
THE INFLUENCE OF INDEPENDENT CURRICULUM AND MA'HADY-BASED COACHING ON THE LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION FOR STUDENTS IN SMP NEGERI 2 TULUNGAGUNG
The purpose of this study was to analyze the independent curriculum and Ma'hadiy-based coaching, to analyze the learning outcomes of Islamic religious education for students, and to analyze the influence of independent curriculum and Ma'hadiy-based coaching on the learning outcomes of Islamic religious education for students in SMP Negeri 2 Tulungagung. This study used quantitative research, while associative research was used in this study. The results of this research are there is a correlation between the independent variable (X1 and X2) with the dependent variable (Y). This is indicated from the value of Fhitung 7.335 and Ftabel 3.28 while the significance value = 0.00 so that Fhitung 7.335 > Ftabel 3.28 and 0.00 < 0.05. This shows that Ho is rejected and Ha is accepted meaning that simultaneously there is a positive influence of independent curriculum and Ma'hadiy-based coaching on the learning outcomes of Islamic religious education for students at SMP Negeri 2 Tulungagung
FAZLUR RAHMAN'S PHILOSOPHY OF EDUCATION AND ITS RELEVANCE TO MODERN ISLAMIC EDUCATION
This study examines the thought of Fazlur Rahman's educational philosophy and its relevance to modern Islamic education. Fazlur Rahman was one of the Islamic neomodernist thinkers who sought to remove the dichotomy between religion and general science through the renewal of the education system. This literature study found that Fazlur Rahman's educational thinking includes various important components, namely the basis of thinking that rests on solving educational problems through a critical and analytical approach; the understanding of education as a process of producing an integrative human being; the purpose of education that emphasizes moral education; the education system that is expected to eliminate scientific dichotomy; students who must be whole and undivided individuals; educators as parties who are fully responsible for the educational process; and infrastructure that must be continuously improved to support the quality of Education. The results showed that all components of Fazlur Rahman's thinking are still very relevant to modern Islamic education in Indonesia, especially in an effort to integrate General Science and religion, develop learning methods that not only memorize but also understand and analyze, and produce graduates who have a spiritual and intellectual commitment in a balanced manner. This relevance is reflected in contemporary educational practices, such as the curriculum of Islamic madrasas and colleges that began to integrate various disciplines and the application of active and critical learning methods that are in line with Fazlur Rahman's ideas about holistic and transformative education.
THE ACTUALIZATION OF HUMANISTIC VALUES IN STUDENT-CENTERED ISLAMIC RELIGIOUS EDUCATION LEARNING MODELS
Islamic Religious Education is not only oriented toward the cognitive mastery of religious knowledge, but also plays an important role in shaping students’ character, spirituality, and personality. This article aims to examine the actualization of humanistic values in a student-centered Islamic Religious Education learning model. This study employs a library research method by reviewing various relevant scholarly references on humanistic approaches, active learning strategies, and student-centered learning. The findings indicate that the humanistic approach views students as active subjects who possess their own potential, experiences, needs, and uniqueness. The actualization of humanistic values in Islamic Religious Education learning can be realized through dialogue, critical reflection, active participation, respect for students’ dignity, and the internalization of Islamic values in everyday life
APPLICATION OF THE PRINCIPLES OF CLASSROOM DISCIPLINE AS AN EFFORT TO IMPROVE THE QUALITY OF THE LEARNING PROCESS
This article aims to explore the application of discipline principles in the classroom as a step to improve the quality of learning. Discipline in the classroom is a crucial factor in creating a supportive, efficient learning environment that focuses on achieving educational goals. This study adopted a qualitative descriptive approach by analyzing the concept, purpose, and role of classroom discipline in shaping student character. The research findings indicate that implementing discipline based on self-awareness, rather than coercion, can increase student participation, academic achievement, and attitudes of responsibility and self-control. Furthermore, discipline based on Islamic values, such as obedience, justice, and role models, significantly contributes to the development of students' character and good character. However, implementing discipline impact of technology, moral crisis, and social conditions. Therefore, collaboration between teachers, schools, parents, and the community is needed to implement classroom discipline effectively and sustainably to improve the quality of learning.
HISTORY OF ISLAMIC EDUCATION DURING THE UMAYYAD DYNASTY
The development of Islamic education during the Umayyad Dynasty (661–750 AD), from its early stages, the process of territorial expansion, to its golden age and decline. During this period, Islamic education underwent a major transformation in line with territorial expansion into North Africa, Andalusia, Persia, and Central Asia. This expansion brought about extensive interaction with great civilizations such as Greece, Persia, Rome, and India, which ultimately enriched Islamic intellectual traditions. The Arabization policy of administration under Abdul Malik bin Marwan was an important factor that encouraged the advancement of Arabic language education and gave birth to great scholars such as al-Farahidi and Sibawaih. During the reigns of Al-Walid and Umar bin Abdul Aziz, educational institutions such as kuttab, mosques, and halaqah became increasingly institutionalized, while the codification of hadith by al-Zuhri became a milestone in Islamic scholarship. The sciences of tafsir, fiqh, hadith, and language developed rapidly in response to the social and administrative needs of the state. However, in the late period of the dynasty, internal political conflicts, the dissatisfaction of the mawali groups, and the rise of the Abbasids led to a decline that affected the state's attention to education. This article concludes that the Umayyad period was an important foundation for the development of education and science, which later reached its peak in the Abbasid era
TRACING THE DEVELOPMENT OF ISLAMIC EDUCATION IN ISLAMIC BOARDING SCHOOLS, MADRASAHS, AND BOARDING SCHOOLS
Islamic education in Indonesia has strong historical roots and has developed through various institutions such as Islamic boarding schools, madrasas, and boarding schools. This study discusses the history of the growth and development of Islamic education in these three institutions, from their early days to the modern era. Pesantren, as the oldest educational institution in the Islamic tradition of the Indonesian archipelago, plays an important role in spreading religious values and training future scholars. With colonialism and modernization, madrasah emerged as a form of formal education that integrates religious and general curricula. Furthermore, boarding schools emerged as an innovation in response to the challenges of contemporary Islamic education by providing an integrated learning environment. This study also highlights the dynamics of curriculum change, the role of the government, and the influence of globalization on the sustainability and transformation of these institutions. The results of the study show that these three institutions complement each other in maintaining the tradition of Islamic education while adapting to the needs of the times.
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ISLAMIC EDUCATION REFORM HISTORY PATTEND AND CHALLENGES OF DUALISM
This article examines the trajectory of Islamic education reform as a critical response to the challenges posed by modernity, Western colonialism, and internal intellectual stagnation within the Muslim world. Tracing the historical roots of reform movements from the post-Baghdad era to the contemporary period, the study identifies diverse patterns of educational renewal, including traditionalist, modernist, synthetic-integrative, and transformative-critical approaches. The central problematic addressed is the persistent dualism or dichotomy between religious and secular sciences, a legacy of colonial education systems that has fragmented Muslim intellectual identity and hindered civilizational progress. Through a qualitative historical-analytical review of key reformist figures, institutions, and epistemological frameworks, the article argues that meaningful reform requires more than curricular adjustment; it demands an epistemological reconstruction grounded in the integration and interconnection of knowledge (tawḥīd). Strategic solutions such as the Islamization of knowledge, the integrative-interconnective paradigm, and institutional restructuring are discussed as viable pathways to overcome dualism. The findings affirm that Islamic education reform is an ongoing, multifaceted project aimed at producing a generation that embodies both intellectual piety and spiritual intelligence, capable of contributing to global civilization without sacrificing Islamic identity. Ultimately, the article posits that the future of Islamic education lies in a holistic vision where religious and general sciences are unified, enabling the Ummah to reclaim its role as a dynamic agent of knowledge and moral guidance.
THE IMPLEMENTATION OF VALUE EDUCATION IN STRENGTHENING RELIGIOUS CHARACTER AT ISLAMIC EDUCATIONAL INSTITUTIONS
Value education is a fundamental aspect in Islamic education that serves to form students not only have intellectual intelligence, but also religious character that is reflected in daily attitudes and behaviors. This article aims to analyze the implementation of value education as an effort to strengthen religious character in Islamic educational institutions, identify factors that support and hinder its implementation, and formulate an integrative model for strengthening religious character that is relevant to the challenges of the digital era. This study uses a qualitative approach to the type of library research (library research). Data were obtained from various scientific sources in the form of books, national and international accredited journal articles, as well as documents relevant to the research theme. Data analysis is done using content analysis techniques through the process of data reduction, classification, interpretation, and conclusion. The results showed that the implementation of value education in strengthening religious character can be done through the integration of values in learning, the development of religious school culture, exemplary teachers, habituation of religious activities, as well as collaboration between schools, families, and communities. The successful implementation of value education is supported by a conducive educational environment, educator commitment, and family involvement, while the influence of digital media, social environment, and weak parental supervision are inhibiting factors that need to be anticipated. This article offers an integrative model of strengthening religious character that places value education as the main foundation in building a generation of faith, piety, and noble character in the midst of the development of modern society.
THE HISTORY OF THE GROWTH AND DEVELOPMENT OF ISLAMIC EDUCATION DURING THE REIGN OF MUAWIYAH
Islamic education has been a fundamental element in the development of Islamic civilization since its early days. This article discusses the history of the growth and development of Islamic education during the reign of Mu‘awiyah bin Abi Sufyan as the founder of the Umayyad Dynasty. The discussion focuses on the political and social background during Mu’awiyah’s reign and its influence on the Islamic education system. The educational methods that developed during this period were still traditional, with mosques and halaqah as the centers of learning activities. The educational material included the teaching of the Qur’an, hadith, fiqh, Arabic language, and administrative sciences. The role of the ulama and tabi‘in was very important in maintaining the continuity and purity of Islamic teachings amid changes in the caliphate system. Although no formal educational institutions had yet been established, the Mu‘awiyah period was a transitional phase that laid the foundations for the development of Islamic education and scholarship in the subsequent Umayyad Dynasty period
MAINTAINING MORALITY IN THE CURRENT ERA: THE HISTORY OF MODERN ISLAMIC EDUCATION IN INDONESIA
Modern Islamic education in Indonesia has developed in response to social, cultural, and intellectual challenges that have arisen alongside modernization and globalization. This article aims to analyze the history of the growth of modern Islamic education and its contribution to maintaining the morals of the younger generation amid changing times. Using a historical approach and descriptive analysis, this study reveals the changes in the Islamic education system from a traditional pattern to a more modern, adaptive, and integrative model. The findings show that modern Islamic education continues to place moral guidance as its main objective, despite ongoing reforms in the curriculum, learning methods, and institutional management. Modern Islamic education plays an important role in establishing a balance between intellectual and spiritual progress and moral formation as the foundation of national character in the contemporary era
THE HISTORY OF THE GROWTH AND DEVELOPMENT OF ISLAMIC EDUCATION DURING THE OTTOMAN EMPIRE
The history of the growth and development of Islamic education during the Ottoman Empire, an important period that marked the advancement of scientific institutions in the Islamic world. Education during this period was understood as an integrated system that combined religious teachings, science, and moral development. The purpose of this study is to explain how educational institutions, such as madrasas, mosques, and special institutions such as Enderun, developed, as well as the role of the state in supporting the dissemination of knowledge. This article was written using the literature study method, which involves collecting and analyzing historical sources, official documents, and writings by historians to understand the dynamics of education during that period. This discussion shows that the development of Islamic education under the Ottoman Empire was greatly influenced by the political support of the sultan, the existence of a structured curriculum system, and the role of the ulama in maintaining the quality of learning. In addition, the emergence of elite institutions indicates that there was differentiation in education according to the needs of the state and society. In conclusion, Islamic education during the Ottoman Empire developed significantly and became one of the main factors that strengthened the social, cultural, and governmental structures of the empire
DYNAMICS AND ROLE OF THE RIGHTEOUS CALIPHS IN THE FORMATION OF ISLAMIC EDUCATION
This article describes the dynamics and role of the Khulafaur Rasyidin in establishing the foundations of Islamic education in the early days. The leadership periods of Abu Bakar, Umar, Uthman, and Ali showed significant developments in religious teaching, community development, and the establishment of scientific institutions that gradually developed in accordance with the needs of the people. The purpose of this article is to explain the contributions of the caliphs in building the foundations of Islamic education and to understand the relationship between socio-political developments and the formation of a more focused education system. The research uses a literature study method through the analysis of various historical literature and relevant scientific studies on classical Islamic education and the dynamics of government during the Khulafaur Rasyidin period. The results of the study show that the codification of the Qur'an, the dispatch of teachers to new regions, the strengthening of the function of mosques as centers of learning, and the emergence of kuttab and halaqah were important achievements in the development of Islamic education. Political dynamics and territorial expansion greatly influenced the direction and needs of education at that time. This study contributes to the understanding of the foundations of Islamic education and its relevance to the development of the education system in subsequent periods.
RELIGIOUS IDENTITY CONFORMITY IN RADICAL ENVIRONMENTS: A REVIEW OF THE PSYCHOLOGY OF RELIGION
Religious-based radicalism is a multidimensional phenomenon that cannot be understood solely through ideological or political perspectives; it also requires an in-depth analysis of individual and group psychological dynamics. One of the key psychological mechanisms involved in the internalization of radical ideology is conformity, defined as an individual’s tendency to adjust beliefs, attitudes, and behaviors to align with group norms. This article aims to revise and expand the discussion on religious identity conformity within radical environments from the perspective of the psychology of religion. Using a qualitative library research method, this study reviews literature from psychology of religion, social psychology, sociology of religion, and contemporary radicalism studies. The findings indicate that religious identity conformity is driven by the need for existential certainty, psychological security, social acceptance, and strong normative group pressures legitimized by religious discourse. From the psychology of religion perspective, radicalism reflects a narrowing of religious meaning that neglects reflective, empathetic, and humanistic dimensions of religion. This article is expected to contribute theoretically to psychology of religion studies and to provide a conceptual foundation for preventive strategies against religious radicalism through the development of moderate, reflective, and inclusive religious identities.
THE ROLE OF NAHDLATUL ULAMA IN SOCIAL REALITY AND THE DEVELOPMENT OF ISLAMIC EDUCATION IN INDONESIA
Nahdlatul Ulama (NU) is the largest Islamic religious organization in Indonesia, playing a strategic role in social life and Islamic education. Since its establishment in 1926, NU has grown and developed from a base of Islamic boarding schools and rural communities, based on the teachings of Ahlussunnah wal Jama‘ah. This article aims to examine the role of Nahdlatul Ulama in the social reality of Indonesian society and its contribution to the development of Islamic education. The discussion focuses on the historical background of NU's establishment, NU's socio-religious role in maintaining social harmony and religious moderation, and NU's contribution to the development of Islamic education through Islamic boarding schools, madrasas, and universities. In addition, this article also highlights the challenges and dynamics faced by NU in the contemporary era, such as globalization, religious radicalism, and the demands of adapting to technological developments and social change. Through a moderate, cultural, and contextual approach, NU not only acts as the guardian of Islamic traditions, but also as an agent of social transformation and sustainable education. Thus, NU has an important position in developing Islamic education that is rooted in tradition, has a national perspective, and is relevant to the challenges of the times in Indonesia.
NAHDLATUL ULAMA: A PILLAR OF MODERATE ISLAM IN SOCIAL LIFE AND ISLAMIC EDUCATION IN INDONESIA
Nahdlatul Ulama (NU) is the largest Islamic organization in Indonesia that plays a strategic role in religious, social, and educational life. Since its establishment in 1926, NU has been committed to upholding the teachings of Ahlussunnah wal Jama'ah Islam, which is moderate, tolerant, and rooted in the Islamic traditions of the archipelago. This article aims to examine the background of NU's establishment, NU's role in the social reality and Islamic education in Indonesia, as well as the challenges faced by NU in the modern era. The research method used is a literature study by analyzing various relevant literature sources. The results of the study show that NU plays an important role in maintaining social harmony, developing Islamic education based on Islamic boarding schools and formal institutions, and shaping the character of a nation with noble morals. Amidst the challenges of globalization and technological advances, NU continues to adapt through digital da'wah, strengthening digital literacy, and improving the quality of education without abandoning the values of Islam Nusantara. Thus, NU remains relevant as a major pillar of moderate Islam and nationalism in Indonesia.
IMPLEMENTATION OF JIGSAW-TYPE COOPERATIVE LEARNING MODEL IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS IN PAI LEARNING
The ability to think critically is one of the important competencies that need to be developed in learning Islamic Religious Education (PAI), in line with the demands of high-level thinking skills in the curriculum. One of the learning models that have the potential to support the development of these capabilities is the jigsaw-type cooperative learning model. This article aims to examine the implementation of jigsaw learning model in improving critical thinking skills of learners in Pai learning. This study uses library research method by reviewing various library sources in the form of books, scientific articles, and previous research results that are relevant to cooperative learning, jigsaw models, and critical thinking in the context of Education. The results showed that the jigsaw learning model has characteristics that support the development of critical thinking, such as cooperation in heterogeneous groups, individual responsibility, positive interdependence, and discussion activities and exchange of ideas. Through the process of learning as an "expert" and relaying the material to group members, learners are encouraged to analyze, evaluate, and construct understanding in more depth. Thus, the implementation of Jigsaw-type cooperative learning model can be a strategic alternative in PAI learning to improve students ' critical thinking skills. The findings of this study are expected to be a conceptual foundation for educators in designing Pai learning that is more participatory and oriented to the development of high-level thinking skills.
WOMEN AND THE CONTENT OF ISLAMIC EDUCATION IN INDONESIA
Before the advent of Islam, women had a very poor fate. In the pre-Islamic era, women were severely oppressed and had no self-esteem in the eyes of men. They often received inhumane treatment during that period. With the arrival of Islam and the sending of the Prophet Muhammad SAW as the last prophet/messenger, changes came about. Women gained the same status and rights as men, and even became honoured in the eyes of men.The origin of the creation of women is still a matter of debate among scholars, whether they were created from the same elements as Adam or from a part of Adam's body. Through a comparative study of two interpretations, this research explores the understanding of scholars regarding the verses on the creation of women from two main interpretations, namely Al Manar and Al Munir. Through the interpretation of the meaning of the word nafs al wahidah, it is known that Eve and women were not created from a part of Adam, but they were created from the same type with the same ontological and eschatological responsibilities. In Islam, women also have rights as men do, but in certain matters there are differences, due to the main functions and duties carried out by men. Among the rights of women are: the right to education, the right to a dowry and financial support, the right to request a divorce if the conditions are met and if continuing the marriage will cause harm, rights in the field of inheritance and material rights.
THE DYNAMICS AND ROLE OF THE RIGHTEOUS CALIPHS IN THE FORMATION OF ISLAMIC EDUCATION
THE HISTORY OF THE GROWTH AND DEVELOPMENT OF ISLAMIC EDUCATION IN THE ARCHIPELAGO
Islamic education in Indonesia has strong historical roots and has developed through various institutions such as Islamic boarding schools, madrasas, and boarding schools. This study discusses the history of the growth and development of Islamic education in these three institutions, from the early days to the modern era. Pesantren, as the oldest educational institution in the Islamic tradition of the archipelago, plays an important role in spreading religious values and forming a cadre of scholars. Along with colonialism and modernization, madrasah emerged as a form of formal education that integrates religious and general curricula. Subsequently, boarding schools emerged as an innovation in response to the challenges of contemporary Islamic education by providing an integrated learning environment. This study also highlights the dynamics of curriculum change, the role of the government, and the influence of globalization on the sustainability and transformation of these institutions. The results of the study show that these three institutions complement each other in preserving Islamic educational traditions while adapting to the needs of the times.
CRITICAL STUDY OF THE AHMADIY IDEOLOGY CONTROVERSY IN INDONESIA (HERMENEUTICAL ANALYSIS BY EMILLIO BETTI)
This research is a response to the issue of Ahmadiyya which has become a polemic in Indonesian society in recent years. In terms of existence, Ahmadiyya is an Islamic revival movement and a new sect or sect in Islam, which was born more than a century ago and is inseparable from controversy. Ahmadiyya is identically associated with Islam, but some differences are found even in matters of belief, referring to the MUI fatwa at the VII MUI National Conference (MUNAS) on 26-29 July 2005 AD/19-22 Jumadil Akhir 1426 H confirmed that Ahmadiyah as streams that are outside of Islam, misguided and misleading and punish those who follow them as apostates (have left Islam). Some of Mirza Ghulam Ahmad's teachings about Prophethood, the holy book and its practices are considered by the fatwa institution in determining its position in Islam.
THE IMPROTANCE OF UNDERSTANDING THE HISTORY OF ISLAMIC EDUCATION
This article describes the basic concepts of history, education, and Islam and their relationship in Islamic education. History, which comes from the Arabic word “tarikh” and the English word “history,” studies past events to understand the present and the future. Education is the process of changing attitudes and behavior through teaching, while Islamic education shapes good Muslim character by guiding physical, spiritual, and intellectual development. The history of Islamic education covers the growth and development of Islamic education, both informal and formal. The usefulness of Islamic educational history covers general and academic aspects, providing insight into the development of Islamic education and inspiration for facing current educational challenges. The functions of history include moral education, reasoning, politics, policy, change, the future, beauty, and as an auxiliary science. The history of Islamic education helps foster new perspectives and relevance in the development of science and technology.