Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman

Applied Fiqh in KH. M. Hasyim Asy’ari’s Jāmi‘at al-Maqāṣid: Integrating Aqidah, Fiqh, and Tasawuf

2026-07-28T16:19:03+07:00

Fiqh is often approached primarily as a body of normative legal rulings, although its role in Muslim life also involves practical, ethical, and spiritual dimensions. This study aims to analyze and reconstruct the concept of applied fiqh in KH. M. Hasyim Asy’ari’s Jāmi‘at al-Maqāṣid and examine its relevance to contemporary Islamic jurisprudence. The study employed qualitative library research with a descriptive analytical approach. Jāmi‘at al-Maqāṣid served as the primary source, while relevant studies on KH. M. Hasyim Asy’ari, Islamic jurisprudence, pesantren scholarship, and contemporary fiqh were used as secondary sources. Data were analyzed through qualitative content analysis by identifying, classifying, relating, and interpreting the major themes and structural relationships within the text. The findings reveal that applied fiqh in Jāmi‘at al-Maqāṣid is constructed through three interconnected dimensions: aqidah as the theological foundation, fiqh as the practical implementation of religious obligations, and tasawuf as ethical and spiritual refinement. This construction displays four characteristics: integrative, practical, gradual, and ethically oriented. The study contributes to existing scholarship by repositioning Jāmi‘at al-Maqāṣid from a practical manual of religious obligations toward an integrated framework of applied fiqh that connects theological understanding, legal practice, and spiritual formation. Its contemporary relevance lies in providing a conceptual orientation for maintaining normative Islamic legal authority while connecting religious practice with practical needs and ethical responsibility

Structural Shared Leadership and Teacher Resilience in the Implementation of the Independent Curriculum

2026-07-28T16:22:07+07:00

The implementation of the Independent Curriculum requires teachers to continuously adapt to changes in instructional practices, technology integration, assessment, and increasingly diverse learning needs, making teacher resilience an important capacity for sustaining professional performance . This study aims to examine the relationship between the structural dimensions of shared leadership and teacher resilience in public elementary schools during the implementation of the Independent Curriculum. A quantitative approach with an explanatory survey design was employed involving 127 teachers from 12 public elementary schools in Air Kumbang District, Banyuasin Regency, South Sumatra, Indonesia, selected through proportional random sampling. Data were collected using a 55 item questionnaire and analyzed using descriptive statistics and multiple linear regression. The findings show that participative decision making, collaborative professional practice, teacher empowerment, organizational support, and shared responsibility were positively and significantly associated with teacher resilience. Collectively, these five dimensions explained 67.9% of the variance in teacher resilience (R² = 0.679; F = 51.218; p < 0.001). Organizational support emerged as the strongest predictor (β = 0.301), followed by collaborative professional practice (β = 0.267), participative decision making (β = 0.218), teacher empowerment (β = 0.193), and shared responsibility (β = 0.176). The study contributes empirical evidence that teacher resilience during curriculum reform is associated not only with individual capacity but also with organizational leadership conditions. These findings highlight organizational support and professional collaboration as particularly relevant dimensions of shared leadership for strengthening school environments that support teacher resilience

Integration of Islamic Religious Education through Project-Based Learning in a Baking Class

2026-08-01T06:35:40+07:00

Islamic Religious Education (IRE) requires authentic learning experiences that enable students not only to understand Islamic values conceptually but also to practice them through real-life activities. This study aims to analyze the learning process in baking classes, the implementation of Project-Based Learning (PjBL), and its integration with Islamic Religious Education values. A descriptive qualitative approach was employed in baking classes conducted at Onty Cake, Bakery and Resto, Pekalongan. Data were collected through six observations, semi-structured interviews with eight students, four accompanying teachers, and two mentors, as well as documentation. Data credibility was strengthened through source and method triangulation, member checking, and persistent observation. The findings show that baking classes involve instruction, preparation, product creation, guidance, group work, product completion, and evaluation, reflecting key characteristics of PjBL. Students’ levels of involvement were adjusted according to their ages and abilities through varying levels of activity complexity. Each project stage also provided opportunities to introduce, habituate, and practice Islamic values, including prayer, cleanliness (thahārah), the use of halālan ṭayyiban ingredients, responsibility (amānah), cooperation (ta’āwun), discipline, and gratitude. The findings demonstrate that PjBL and Islamic Religious Education can be integrated through authentic activities beyond formal classrooms by positioning project completion as a space for experiencing Islamic values. However, the evidence indicates value habituation and practice rather than deep and lasting internalization. Thus, baking classes provide a contextual, student-centered approach integrating cognitive, affective, and psychomotor dimensions of Islamic Religious Education.

Analysis of School Culture in the Development of Religious Character

2026-08-27T11:30:44+07:00

This study aims to describe the implementation of school culture in the development of religious character, identify the factors influencing its execution, and analyze the challenges faced in developing religious character at SMP Swasta Ar-Rahman Percut. The study employs a qualitative approach and is descriptive in nature. The research subjects consist of the school principal, the Islamic Religious Education teacher, and other parties involved in the implementation of the school culture. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldaña model, which encompasses data condensation, data display, and conclusion drawing and verification. Data validity was ensured through source and technique triangulation. The research findings indicate that the school culture at SMP Swasta Ar-Rahman Percut is implemented through the habitual practice of acts of worship such as reciting prayers, Quran memorization (tahfiz), and performing Dhuha and Zuhur prayers in congregation as well as the application of the 5S culture (Smile, Greet, Say Hello, Be Polite, and Be Courteous), the enforcement of discipline focused on guidance, the integration of Islamic values into the learning process, and the creation of a religious school environment. The challenges faced include the lack of optimal awareness and consistency among some students in practicing religious values, the influence of peer environments and digital media, and varying backgrounds regarding religious upbringing within the family. Thus, school culture proves to be a crucial factor in developing students' religious character through the processes of habituation, role modeling, and the continuous internalization of Islamic values

Preserving Pesantren Identity through Institutional Transformation: Building Competitiveness in Salaf-Based Islamic Education

2026-08-02T06:36:58+07:00

The transformation of Islamic educational institutions is often associated with modernization, which can weaken the traditional identity of pesantren. However, limited studies have examined how salaf-based Islamic schools maintain their religious identity while simultaneously strengthening institutional competitiveness. This study aims to analyze the transformation strategy of Madrasah Aliyah Unggulan Al-Bahroin, Bojonegoro, in preserving pesantren traditions and enhancing institutional competitiveness. This study employed a qualitative case study approach. Data were collected through in-depth interviews with the principal, pesantren caregivers, teachers, students, parents, and alumni, complemented by participatory observations and document analysis. The data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings reveal two major strategies. First, institutional transformation is implemented through Selective Institutional Transformation, whereby every educational innovation is filtered according to pesantren values before adoption, enabling curriculum integration without compromising the salaf educational tradition. Second, institutional competitiveness is strengthened through integrated educational management, which combines responsive educational services, collaborative stakeholder communication, humanistic learning, life-skill development, and community trust. These strategies demonstrate that pesantren identity functions as a strategic organizational resource rather than an obstacle to educational innovation. This study contributes a conceptual model explaining that sustainable institutional transformation in Islamic education can be achieved by integrating modernization with the philosophical values of pesantren. Future studies are recommended to examine this model across diverse Islamic educational institutions using comparative and mixed-method approaches

Islamic And Democratic Governance: A Comparative-Conceptual Systematic Literature Review Of Shura, Democracy, And The Indonesian Pancasila Order

2026-07-14T09:06:12+07:00

The relationship between shura and modern democracy remains contested, particularly regarding whether their similarities extend beyond procedural principles to their foundational structures. This study aims to analyze the convergence and divergence between shura and modern democracy and examine the conditions under which Islamic governance principles can interact with Pancasila-based democratic institutions in Indonesia. The study employed qualitative library research structured as a systematic literature review guided by PRISMA. Literature was retrieved from Google Scholar, Garuda, SINTA, and DOAJ, resulting in 34 sources selected for final synthesis. Data were analyzed using a five-dimension comparative-conceptual framework comprising sovereignty, representation, legitimacy, pluralism, and limits on majority power. The findings reveal that shura and democracy converge procedurally through deliberation, participation, accountability, and constraints on authoritarian power, but diverge fundamentally regarding sovereignty and the basis for limiting majority decisions. Shura locates ultimate sovereignty in divine authority and constrains political decisions through sharia, whereas modern democracy derives sovereignty from the people and limits majority power constitutionally. In Indonesia, meaningful interaction between the two is most feasible in areas open to ijtihad, while theologically fixed matters require conceptual caution. The study proposes a five-dimension comparative framework that advances a reciprocal-critical understanding of shura and democracy and offers a conceptual basis for developing Islamic value-based civic education within Pancasila democracy.

Democratic Education in Sasak Local Wisdom: Contextualizing Sangkep Beleq Values in Collaborative Learning

2026-08-02T07:01:21+07:00

Democratic education emphasizes not only a conceptual understanding of democracy but also social experiences through which individuals practice deliberation, participation, responsibility, and respect for differences. Local wisdom can provide a contextual resource for developing these values within learning. This study aims to explore the values of democratic education embedded in the Sangkep Beleq tradition of the Sasak community and analyze their potential contextualization in collaborative learning. A qualitative descriptive approach was employed in Pujut, Central Lombok. Five informants were purposively selected, representing customary leaders, religious leaders, youth leaders, pembayun (traditional spokespersons), and village government officials. Data were collected through in-depth interviews, observation, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that Sangkep Beleq embodies deliberation and consensus, togetherness and cooperation, shared responsibility, justice and wisdom, mutual respect, kinship, and social solidarity. These values are relevant to collaborative learning principles, particularly group decision-making, shared responsibility, cooperation, equitable participation, and respect for group members’ opinions. The study contributes to understanding Sangkep Beleq as a contextual resource that bridges local wisdom, democratic education, and collaborative learning. However, the study did not examine the direct implementation of these values in classroom settings; therefore, their effectiveness in developing students’ collaborative abilities requires further empirical investigation.