Akademika

Pemikiran Islam Wasathiyah Prof. Habib Abdullah Bin Muhammad Baharun

Ahmad Hanif Fahruddin, Tohirin — Mon, 30 Jun 2025 00:00:00 +0700

The attitude of moderation of Prof. Dr. Habib Abdullah Baharun is contained in his book entitled "Ushul al-Wasathiyah", namely: 1) Wahdah al-Ummah (Unity of the Ummah), 2) Al-Ghuluw wa al-Takfir (Exaggeration and Disbelief), 3) The Principle of Moderation in Islam which includes: a) Respecting the sentence of monotheism, b) Abandoning things that are not beneficial, c) Giving advice and reminding others. The conditions that must be met by people who want to convey advice and reminders to others, include: 1) Having good knowledge and understanding, 2) Being earnest, not wasting time, and avoiding repeating sentences that make the listener bored Islamic Thought, Wasathiyah, Abdullah Bin Muhammad Baharunwith the advice conveyed, 3) Focused, 4) Not too burdensome in giving advice, 5) Using beautiful and easy-to-understand sentences, and 6) Not intending to seek the world

Pedagogi Islam dan Nilai-Nilai Humanis dalam Pendidikan Islam Kontemporer

M. Zainuddin Alanshori, Siti Suwaibatul Aslamiyah, Salman Zahidi — Mon, 30 Jun 2025 00:00:00 +0700

The reconstruction of Islamic pedagogic concepts and the integration of
humanistic values in contemporary Islamic education is a strategic response to
global challenges such as spiritual crises, social pressures, and moral decadence.
This research aims to explore how Islamic pedagogic concepts can be
reconstructed with an approach to the humanistic values of Islamic education in
the contemporary era? And what are the forms of integration of humanistic values
in learning practices in Islamic educational institutions? The method used is
Systematic Literature Review (SLR) This approach is also in accordance with the
guidelines of Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA). The results of the study show that pedagogic approaches
based on humanistic values, such as empathy, self-awareness, spirituality, and
active participation, are able to present a learning space that is not only
cognitive, but also touches the affective and moral dimensions of students. Thus,
humanistic Islamic education is not only a bridge between tradition and
modernity, but also a cultural and spiritual force in building a generation that is
intelligent, moral, and ready to face the dynamics of the world wisely

Konsep Scaffolding dalam Perspektif Pendidikan Islam: Analisis Pemikiran Ibnu Khaldun dan Vygotsky

Imraatul hasanah, Asmaul Husna, Hepi Ikmal, Ach. Sayyi — Mon, 30 Jun 2025 00:00:00 +0700

This study aims to analyze and integrate the concept of scaffolding within the framework of Islamic education by examining the thoughts of Ibn Khaldun and the constructivist theory of Lev Vygotsky. Amidst global educational challenges and the growing need for adaptive and contextual learning approaches, scaffolding emerges as an effective pedagogical strategy to support students' optimal cognitive development. Vygotsky, through his concept of the Zone of Proximal Development (ZPD), underscores the importance of external assistance from teachers or more knowledgeable others in the learning process. Meanwhile, Ibn Khaldun, in his seminal work Muqaddimah, emphasizes the necessity of gradual instruction (tadarruj), repetition, and the psychological readiness of learners in acquiring knowledge. This study employs a qualitative-descriptive approach with a library research design. Data were analyzed through content analysis of both primary and secondary sources relevant to the topic. The findings reveal a conceptual convergence between Vygotsky's scaffolding and Ibn Khaldun's educational philosophy, particularly in the teacher's role as a facilitator and the importance of tailored learning support based on students’ capabilities. The novelty of this research lies in its integrative effort to construct a conceptual bridge between classical Islamic thought and modern educational theory. Furthermore, it offers practical contributions as a foundation for developing Islamic learning models grounded in values and contextual relevance. This study is expected to serve as a reference for progressive and localized pedagogical renewal in Islamic education.