Al Ghazali

NILAI JATI DIRI MUSLIM DALAM PENDIDIKAN ISLAM: ANALISIS MUSASHI DI VAGABOND VOL. 29

Satria Kharimul Qolbi — 2025-06-01

In Islamic education, Muslim identity is built based on the principles of monotheism, worship, morals, and muamalah that shape a person's character as a servant of Allah and a caliph on earth. However, in the modern era, many individuals experience an identity crisis due to the influence of popular culture and social change. One way to understand the journey of searching for identity is through an analysis of characters in popular literature and media. Therefore, this study analyzes the character of Musashi Miyamoto in the Vagabond manga Volume 29 to identify its relevance to the concept of Muslim identity from the perspective of Islamic education. This study uses a qualitative method with a text analysis approach, where data are collected through a literature review of the Vagabond manga and relevant Islamic education references. The results of the study show that Musashi's journey reflects several main principles in Islamic education. In terms of monotheism, his search for the meaning of life is in line with the awareness of the existence and purpose of humans as servants of Allah. In terms of worship, his struggle to control himself and be disciplined can be linked to the concept of worship in Islam which forms discipline and submission to Divine rules. Musashi's morals develop from an angry figure to a wiser person, showing the journey towards moral perfection as emphasized in Islam. Meanwhile, in terms of muamalah, Musashi's interactions with various characters in the story illustrate the principles of justice, responsibility, and mutual respect which are also the core teachings of Islam in social life. In conclusion, although Vagabond is set in Japanese culture and is based on samurai philosophy, the values contained in it are in harmony with the concept of Muslim identity in Islamic education. This study shows that popular literature can be a reflective medium in understanding Islamic values, as well as providing insight into the development of Islamic-based character education

INTERNALISASI NILAI ISLAM MELALUI PEMBELAJARAN PAI DALAM PEMBENTUKAN PROFIL PELAJAR PANCASILA DI SD MUHAMMADIYAH 1 MAGETAN

Hamzah Faris Nashiruddin — 2025-06-04

Abstract

This study aims to describe the implementation of Islamic values internalization in Islamic Religious Education (PAI) as a strategy for shaping student character according to the Profile of Pancasila Students at SD Muhammadiyah 1 Magetan. The research uses a descriptive qualitative method, with data collected through observation, interviews, and documentation. The findings show that Islamic values are integrated into both intramural and extracurricular PAI subjects such as Al-Islam, Qur’an Hadith, Arabic Language, Tahfidz, Iqro’, and Kemuhammadiyahan. Character values such as piety, independence, mutual cooperation, global diversity, critical thinking, and creativity are internalized through teaching, habituation, and teacaher role modeling. Key supporting factors include the Islamic school culture and collaborative support from the academic community. Challenges include the new principal’s adaptation to the Merdeka Curriculum, limited teacher understanding of differentiated instruction, and a continued focus on cognitive-based learning. The study recommends strengthening collaboration between school and home, and enhancing teacher competence in implementing meaningful and transformative learning aligned with Islamic and Pancasila values.

Keywords: Islamic Religious Education, Islamic Values, Pancasila Student Profile, Internalization, Character

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan implementasi internalisasi nilai-nilai Islam dalam pembelajaran Pendidikan Agama Islam (PAI) sebagai strategi pembentukan karakter siswa sesuai dengan Profil Pelajar Pancasila di SD Muhammadiyah 1 Magetan. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai-nilai Islam diintegrasikan ke dalam pembelajaran intrakurikuler dan ekstrakurikuler PAI seperti Al-Islam, Qur’an Hadis, Bahasa Arab, Tahfidz, Iqro’, dan Kemuhammadiyahan. Nilai-nilai karakter seperti ketakwaan, kemandirian, gotong royong, kebinekaan global, bernalar kritis, dan kreativitas diinternalisasikan melalui kegiatan pembelajaran, pembiasaan, serta keteladanan guru. Faktor pendukung utama dalam proses ini adalah budaya Islami di lingkungan sekolah serta dukungan dari seluruh civitas akademika. Adapun tantangan yang dihadapi meliputi adaptasi kepala sekolah baru terhadap Kurikulum Merdeka, keterbatasan pemahaman guru terhadap diferensiasi pembelajaran, dan masih dominannya pembelajaran yang berorientasi pada ranah kognitif. Penelitian ini merekomendasikan penguatan sinergi antara sekolah dan keluarga serta peningkatan kapasitas guru dalam mengimplementasikan pembelajaran yang bermakna dan transformatif sesuai nilai Islam dan Pancasila.

Kata Kunci: Pendidikan Agama Islam, Nilai Islam, Profil Pelajar Pancasila, Internalisasi, Karakter

MODERASI BERAGAMA DALAM HADIS: ANALISIS KONTEN HADIS DALAM BUKU AJAR PAI SEKOLAH DASAR

Yuliharti Abbas — 2025-06-15

This article aims to discuss the analysis of religious moderation hadith in the content of Islamic Religious Educatian textbooks for Elementary School. The method used in this study is the content analysis method. Based on the content analysis of the Islamic Religious Educatian textbooks, it was found that the hadith content in the Islamic Religious Educatian textbooks for Elementary School in Pekanbaru has not been distributed across classes, semesters, and across all Islamic Religious Educatian dimensions. The majority of the hadiths contained in the Islamic Religious Educatian textbooks already have conformity with the principles of religious moderation, especially the principles of tolerance (tasamuh), uprightness (I’tidal), and the principle of equality (musawah). This can be seen from the 28 hadith contents, 20 hadiths contain the principles of religious moderation and 8 hadiths are not related to the principles of religious moderation because they are related to the internal of Islam. Thus, the distribution and selection of hadiths containing the principles of religious moderation need attention.

MEMBANGUN REPUTASI MADRASAH MELALUI TRANSFORMASI INTERNAL DAN EKSPANSI EKSTERNAL (STUDI DI MTs N 5 SRAGEN DAN DI MTs MA’ARIF KEDAWUNG SRAGEN)

Kusnah Kustanto — 2025-06-19

Madrasahs, as Islamic-based educational institutions, face the challenge of not only improving academic quality but also building and strengthening a positive image amid increasing competition among educational institutions. This study aims to analyze the strategies for enhancing the image implemented by MTsN 5 Sragen and MTs Ma’arif NU Kedawung, particularly through internal and external efforts. The main issue addressed is how internal improvements and external activities influence public perception of the madrasah. This research employs a qualitative approach with a case study method. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed descriptively. The subjects included school principals, teachers, staff, and students directly involved in the image enhancement processes. The findings indicate that internal strategies include improving facilities and infrastructure, boosting students’ motivation to achieve, and strengthening the work ethic of educators and staff. Meanwhile, external strategies involve active participation in community social activities, promoting the madrasah through local media, and establishing collaborations with educational institutions and the founding foundation. The simultaneous implementation of both strategies has successfully increased public trust and expanded the madrasah’s reach in attracting new students. This study highlights the importance of synergy between internal improvements and external engagement in building a competitive and highly reputable madrasah.

PENGEMBANGAN KURIKULUM PERSPEKTIF IBNU RUSYD TERHADAP MATERI ADAB KEPADA GURU

M. Azzam Bachtiar — 2025-06-25

Penelitian ini membahas pengembangan kurikulum pendidikan Islam dengan fokus pada materi adab kepada guru berdasarkan perspektif Ibnu Rusyd. Latar belakang penelitian ini adalah pentingnya revitalisasi nilai-nilai adab dalam dunia pendidikan, khususnya hubungan antara murid dan guru yang akhir-akhir ini mengalami degradasi. Ibnu Rusyd, sebagai salah satu pemikir besar Islam, menekankan urgensi adab dan etika dalam proses pembelajaran, menempatkan guru sebagai figur sentral dalam pembentukan karakter dan intelektualitas peserta didik. Penelitian ini menggunakan metode kualitatif kepustakaan dengan pendekatan analisis deskriptif terhadap karya-karya Ibnu Rusyd dan literatur terkait pengembangan kurikulum serta adab kepada guru. Hasil penelitian menunjukkan bahwa integrasi pemikiran Ibnu Rusyd ke dalam kurikulum dapat memperkuat internalisasi nilai adab kepada guru melalui perumusan tujuan, materi, strategi pembelajaran, dan evaluasi yang relevan. Implikasi dari pengembangan kurikulum ini diharapkan mampu membentuk peserta didik yang tidak hanya cerdas secara intelektual, tetapi juga berakhlak mulia dan menghormati guru sebagai pilar utama pendidikan Islam.

IMPLEMENTASI METODE UMMI DALAM MENINGKATKAN KEFASIHAN MEMBACA AL-QUR’AN PADA SISWA DI MI RUMAH QUR’ANI IMAM BUKHARI DI KOTA TERNATE

Hudani Rahangiar — 2025-06-30

This study aims to analyze the implementation of the Ummi method in improving Qur’anic reading fluency among sixth-grade students at MI Rumah Qur’ani Imam Bukhari, Ternate City. The background of the study arises from the low proficiency of students in reading the Qur’an with tartil, caused by a shift in learning focus in the digital era and limited spiritual engagement in learning. The Ummi method was selected because it offers a structured, comprehensive, and step-by-step approach that emphasizes early Qur’anic literacy through the talaqqi-musyafahah method. This research uses a qualitative descriptive approach, with data collected through observation, in-depth interviews, and documentation. The subjects include students, Qur’an teachers, the school principal, and the Ummi method coordinator. Data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing, and validated through source and method triangulation. The findings reveal that the implementation of the Ummi method—through stages such as hijaiyah letter recognition, syllable merging, articulation training, and practical tajwid mastery—has significantly improved students’ fluency in reading the Qur’an. Most students showed clear progress, particularly in fluency, articulation accuracy, and tajwid application. The success of this method is supported by active teacher guidance, parental involvement at home, regular evaluations, and a supportive learning environment. The study concludes that the Ummi method contributes not only to technical Qur’anic reading skills but also to shaping students’ character and spirituality. It is therefore recommended as a relevant and replicable approach for madrasahs in strengthening long-term Qur’anic reading and writing programs.

PENGGUNAAN BODY LANGUAGE DALAM PEMBELAJARAN DALAM PERSPEKTIF HADIS NABI MUHAMMAD SAW

Muhammad Aniq — 2025-07-07

This article aims to thematically examine the use of body language in the teaching practices of Prophet Muhammad (PBUH) as recorded in authentic hadiths, and to formulate pedagogical principles relevant to contemporary Islamic education. The study is motivated by the growing recognition of non-verbal communication as a vital component in effective teaching, which is widely explored in modern pedagogical discourse but rarely analyzed through the lens of prophetic tradition. This research employs a qualitative approach using library research methods, with descriptive-analytical techniques applied to selected hadiths from Sahih Bukhari and Sahih Muslim. The findings reveal that the Prophet actively utilized various forms of body language—such as hand gestures, facial expressions, changes in posture, and vocal intonation—as integral elements of his instructional method. These non-verbal cues not only reinforced verbal messages but also fostered emotional connection and clarity. In conclusion, the Prophet’s non-verbal communication holds substantial pedagogical value and serves as a transformative model for developing humanistic and communicative approaches in modern Islamic education.

Keywords: Body Language, Hadith, Non-Verbal Communication, Teaching.

KOMPETENSI MEMBACA AL-QUR’AN GURU TAMAN PENDIDIKAN AL-QUR’AN DI GONILAN KARTASURA

Suharjianto . — 2025-07-08

Reading the Qur’an correctly is highly important for every Muslim, as errors in recitation can lead to changes in meaning, especially when recited during prayer. The main issue addressed in this study is the extent of teachers' competence in reading the Qur’an at the Taman Pendidikan al-Qur’an (TPQ/TPA). This study aims to determine the level of competence of TPQ/TPA teachers in Gonilan Village, Kartasura District, Sukoharjo Regency, Central Java, in terms of makhraj (articulation), tajwid (rules of recitation), and fluency. The method used was direct observation of 28 teachers from five TPQ/TPAs, with their competence assessed based on the three aspects and categorized into five rating levels: mumtaz (excellence), jayyid jiddan (very good), jayyid (good), maqbul (average), and rasib (poor). The results show that, in general, TPQ/TPA teachers in Gonilan Village demonstrate Qur’anic reading competence in the mumtaz category. However, there are still some teachers who show deficiencies in makhraj, tajwid, or fluency, thus ongoing training is recommended to improve the quality of Qur’anic education.