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.

The Islamic Religious Education Teacher as a Living Positive Model: Discipline, Responsibility, and Honesty

2026-09-11T06:28:09+07:00

This study analyses how an Islamic Religious Education teacher enacted the role of a living positive model in developing students’ discipline, responsibility, and honesty, as well as the factors that supported and inhibited its implementation. The study employed a qualitative case study design at SMP Diponegoro Depok, Sleman, Indonesia, in December 2025. Participants consisted of one Islamic Religious Education teacher and five eighth-grade students selected through purposive sampling. Data were collected through semi-structured interviews, classroom and school-activity observations, and documentation, then analysed using data condensation, data display, and conclusion drawing and verification. The findings show that the teacher embodied the living positive model through punctuality, instructional preparedness, fair treatment, objective assessment, respectful communication, consistent rule enforcement, personal guidance, and religious habituation. These practices supported students’ discipline, responsibility, and honesty, although the internalisation of these values remained uneven. Supporting factors included teacher consistency, structured learning activities, school culture, and positive social relationships, while limited interaction time, differences in self-regulation, peer influence, digital distractions, and inconsistent family reinforcement inhibited the process. The study concludes that teacher modelling becomes more effective when supported by structured practice, reflective guidance, and consistent environmental reinforcement.

Religious Moderation in the School Curriculum: Its Influence on Students' Tolerance and Character Strengthening

2026-08-02T06:20:16+07:00

This study investigates the influence of religious moderation integrated into the school curriculum on students' tolerance and character strengthening in Indonesian senior high schools. A mixed-methods approach employing a sequential explanatory design was adopted to obtain comprehensive quantitative and qualitative evidence. The research was conducted at SMAN 3 Jombang and SMA PGRI 1 Jombang, East Java, Indonesia. Quantitative data were collected through questionnaires administered to students and analyzed using descriptive statistics and simple linear regression. Qualitative data were obtained through semi-structured interviews, classroom and school observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that students' understanding of religious moderation positively and significantly influences both tolerance and character strengthening. Religious moderation contributes 53.0% and 40.1% to students' tolerance at SMAN 3 Jombang and SMA PGRI 1 Jombang, respectively, while its contribution to character strengthening reaches 35.9% and 39.3%. Qualitative findings indicate that these influences are strengthened through curriculum integration, classroom learning, teacher role modelling, religious habituation, and an inclusive school culture. This study proposes the Curriculum-Based Religious Moderation Internalization (CRMI) Model, explaining that curriculum integration, pedagogical implementation, value internalization, and school culture interact to foster tolerance and positive character. The study contributes theoretically by extending religious moderation from a normative concept into a comprehensive curriculum-based educational framework and provides practical implications for strengthening inclusive and character-oriented education in multicultural schools

Evaluation of the Tahsin Lit Tahfidz Program Using the CIPP Model at an Islamic Elementary School

2026-07-11T14:47:08+07:00

This study aims to evaluate the Tahsin Lit Tahfidz program at SDIT Generasi Rabbani Bengkulu City using the CIPP (Context, Input, Process, Product) evaluation model and to formulate recommendations for improving the quality of Qur’an learning. This study employed a qualitative evaluative approach, with data collected through interviews, observations, and documentation involving the principal, Qur’an program coordinators, Tahsin-Tahfidz teachers, and students. The study analyzed the data through reduction, organization, and interpretation based on the four CIPP components. The findings indicate that, in the context component, the program is relevant to the school’s vision, mission, and students’ needs for improving Qur’anic reading quality. In the input component, the program is supported by competent teachers, Ilman wa Ruuhan (IWR) learning materials, Qur’an halaqah, monitoring books, and a structured examination system, although learning facilities and time allocation require improvement. In the process component, learning is implemented through IWR, talaqqi, muroja’ah, small-group instruction, daily correction, and periodic evaluation. However, differences in students’ abilities and limited reading practice at home remain challenges. The product evaluation demonstrates improvement in students’ reading fluency and tajweed accuracy, although achievement remains uneven. The study concludes that the program is generally effective but requires strengthened ability-based grouping, learning facilities, evaluation follow-up, and parental involvement to ensure more consistent Qur’anic reading competence

Exploring the Implementation of the Wordwall Application for Students' Vocabulary Mastery

2026-08-04T08:08:28+07:00

This study explores the implementation of Wordwall in vocabulary learning among eleventh-grade students at Vocational High School 1 Tungkal Jaya, Indonesia, focusing on teacher planning, instructional strategies, classroom activities, and students’ perceptions. A qualitative case study design was employed involving an English teacher and approximately 30 students from the Office Management and Business Services program. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation and analyzed using data reduction, data display, and conclusion drawing and verification. Triangulation and member checking were applied to enhance the credibility of the findings. The results showed that Wordwall was systematically integrated into vocabulary instruction through careful lesson planning, game-based and student-centered strategies, and pre-, while-, and post-activity stages. Activities such as quizzes, matching exercises, and group sorting encouraged active participation and created an engaging learning environment. Students demonstrated highly positive perceptions, with an average positive response of 94%, particularly regarding learning interest, enjoyment, motivation, participation, and reduced boredom. However, unstable internet connections and limited access to digital devices remained implementation challenges. The findings indicate that meaningful Wordwall integration depends not only on its interactive features but also on teacher preparation, classroom management, and technological support. This study highlights Wordwall’s pedagogical potential for facilitating engaging vocabulary learning in vocational EFL classrooms while emphasizing the need for further research to measure its direct effects on vocabulary achievement.

Transformative-Transcendent Education Model: An Idea in Answering the Challenges of the Strawberry Generation

2026-09-23T05:45:34+07:00

The Strawberry Generation phenomenon describes a number of vulnerability characteristics in a segment of the youth population, such as giving up easily, lacking resilience under pressure, and tending to orient toward short-term pleasure. This condition highlights the critical need for education that not only develops intellectual potential but also builds moral and spiritual resilience. The purpose of this study is to promote the concept of transformative-transcendent education and its urgency in addressing the challenges posed by the strawberry generation. This study employs a library research method using content analysis of literature concerning Kuntowijoyo's prophetic values and the Quranic paradigm in Surah Al-Jumu'ah [62]: 2, as well as Søren Kierkegaard’s existentialism. The results of the synthesis demonstrate that the Quranic paradigm provides an epistemological orientation, prophetic values supply the principles of humanization, liberation, and transcendence, while Kierkegaard provides the direction for transformation from the aesthetic stage toward the ethical and religious stages. This synthesis yields a Transformative-Transcendent Education model that integrates Quranic recitation, self-purification, the teaching of knowledge and wisdom, as well as the values of humanization, liberation, and transcendence to foster individuals who grow intellectually, morally, and spiritually. In practice, this research can be implemented in the learning processes of formal, non-formal, and informal educational institutions

Takabbur and Fakhr in the Qur'an: A Thematic Interpretation of Tafsir Al-Maraghi

2026-09-10T07:07:52+07:00

The rapid development of digital communication has transformed social media into a space for self-representation, giving rise to the phenomenon of flexing, which refers to excessive displays of wealth, achievements, or social status to gain recognition and validation. While this phenomenon has been widely discussed from the perspectives of communication and psychology, studies examining it through the lens of Qur'anic interpretation remain limited. This study aims to analyze the concepts of takabbur and fakhr in the Qur'an based on Tafsir Al-Maraghi and to examine their relevance to the phenomenon of social media flexing. This research employed a qualitative library research approach using the thematic (maudhu'i) method of Qur'anic interpretation. Primary data were obtained from the Qur'an and Tafsir Al-Maraghi, while secondary data were collected from scholarly books and journal articles related to Qur'anic studies, Islamic ethics, digital communication, and social media. The findings indicate that, based on the interpretation of Tafsir Al-Maraghi, takabbur is associated with an attitude of arrogance and a sense of superiority, while fakhr is reflected in the tendency to excessively express pride and self-glorification. This distinction represents an interpretive synthesis developed in this study to contextualize the Qur'anic concepts of takabbur and fakhr within the phenomenon of social media flexing. These two concepts provide an ethical framework for understanding the moral dimensions of flexing and distinguishing between self-expression based on gratitude and self-presentation driven by arrogance and excessive pride. This study proposes a Qur'anic Ethical Framework that distinguishes between legitimate self-expression based on gratitude (tahadduth bi al-ni'mah) and unethical self-presentation driven by arrogance and ostentation. The findings contribute to the development of contemporary Qur'anic interpretation and Islamic digital ethics in responding to emerging social phenomena

Reconstructing Islamic Education Curriculum Relevance: A Synthesis of K13, Merdeka Curriculum, and Love-Based Curriculum

2026-09-24T08:45:02+07:00

Curriculum transformation in Islamic education requires a broader understanding of relevance beyond policy change and curriculum replacement. This study aims to reconstruct the relevance of the Islamic education curriculum by examining the transformation of the 2013 Curriculum (K13), the Merdeka Curriculum, the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC), and emerging technological and artificial intelligence challenges. The study employed a Systematic Literature Review (SLR) with thematic analysis of 34 scholarly and policy sources. Data were analyzed through identification, categorization, cross-source comparison, and synthesis to trace recurring patterns across curricular orientations. The findings reveal four interconnected dimensions of curriculum relevance. Competence, strongly reflected in K13, emphasizes knowledge, skills, attitudes, and character. Context, strengthened through the Merdeka Curriculum, highlights flexibility and responsiveness to learners and educational environments. Humanity, foregrounded in KBC, emphasizes love, empathy, dignity, diversity, and social harmony. Future readiness, emerging from technological and AI developments, requires adaptability, technological literacy, critical judgment, and ethical responsibility. These dimensions are cumulative and interdependent rather than separate or hierarchical. The study contributes an integrated conceptual framework that reconstructs curriculum relevance as the interaction of competence, context, humanity, and future readiness. This framework provides a conceptual basis for developing Islamic education curricula that remain contextually responsive, humanizing, technologically adaptive, and grounded in Islamic ethical and spiritual values.

Development of Syair-Based AI Animation Media for Suluk Hamzah Fansuri Expert Session as a Student Spiritual Education Media

2026-09-25T17:27:29+07:00

The integration of artificial intelligence (AI) into Islamic Religious Education (PAI) offers opportunities to develop innovative learning media that support students' spiritual education. This study aims to develop AI-based animation media adapted from Hamzah Fansuri's Syair Sidang Ahli Suluk and examine students' responses to its use as a medium for spiritual education. The research employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The development process transformed Sufistic values into narratives, characters, dialogues, and animated visuals contextualized within students' everyday experiences. The product was reviewed by Islamic Religious Education content experts and Visual Communication Design media experts. A limited trial involving 50 students at ISBI Aceh employed a 20-item response questionnaire using a five-point Likert scale. The findings revealed positive student responses, with an overall mean score of 3.87 (77.47%). Spiritual awareness received the highest score of 4.07 (81.30%), whereas self-reflection recorded the lowest score of 3.77 (75.38%). These findings suggest that AI-based animation offers potential for contextualizing the Sufistic intellectual heritage of the Indonesian archipelago within students' digital experiences. The study contributes to integrating Sufistic values, students' lived experiences, and audiovisual technology into Islamic spiritual education. However, the findings reflect students' acceptance and perceptions rather than causal evidence of improved spirituality. Further research is therefore necessary to examine the effectiveness of this media in fostering spiritual value internalization through more comprehensive and longitudinal assessments.

The Construction of Religiosity and Prophetic Values in the Novel Suluh Rindu

2026-08-10T12:52:01+07:00

This study examines the construction of religiosity and prophetic values in Habiburrahman El Shirazy’s Suluh Rindu. The study addresses the limited attention given to how prophetic values are narratively constructed through character interactions, internal reflection, and social relationships in contemporary Islamic literature. A qualitative textual-hermeneutic approach was employed, with Suluh Rindu serving as the primary textual corpus. Data were collected through close and repeated reading of narrative units, including words, phrases, sentences, and dialogue fragments, and were analyzed through a deductive-inductive coding process. Kuntowijoyo’s prophetic literary framework of transcendence, humanization, and liberation was used as the initial analytical lens, while specific themes were developed inductively from the textual data. The findings identify six emerging themes: reflective dialogue, humanistic persuasion, adab khidmah, tabayyun, al-ukhuwwah, and tawadhu’. These themes demonstrate that religiosity in Suluh Rindu is represented not merely as doctrinal instruction but as an integrative process connecting spiritual awareness, ethical formation, and social relationships. Based on these findings, the study proposes an Integrative-Prophetic Framework as an interpretive perspective for examining the construction of religiosity in contemporary Islamic literature. The framework highlights the interconnected roles of transcendence, humanization, and liberation in shaping religious meaning within literary narratives. As the framework is derived from the analysis of a single novel, its applicability to other Islamic literary works requires further comparative investigation.

Epistemological Continuity and Mediated Authority in Audiovisual Qur'anic Exegesis: A Study of Sheikh As-Sudais's Interpretation of Fasting Verses

2026-09-25T17:21:22+07:00

The digital transformation of Qur'anic interpretation raises important questions concerning the continuity of scholarly authority in audiovisual religious communication. This study examines the epistemological construction of Sheikh Abdurrahman As-Sudais's interpretation of the fasting verses in Surah Al-Baqarah (2:183–187), focusing on interpretive sources, exegetical methods, validity, and the mediation of religious authority. Employing a qualitative approach through library research and audiovisual content analysis, the study examines lectures published on the Durus al-Masjid al-Haram YouTube channel alongside relevant classical exegetical and hadith literature. The findings reveal an integration of tafsir bi al-ma'tsur and tafsir bi al-ra'yi within a predominantly tahlili method characterized by linguistic, jurisprudential, and limited comparative interpretation. Epistemological validity is examined through coherence, correspondence with identifiable textual authorities, and pragmatic relevance to religious practice. Beyond these methodological characteristics, the study identifies four interconnected dimensions of authority: personal, textual, institutional, and media authority. Their interaction demonstrates that digital platforms extend the circulation of exegetical knowledge without necessarily replacing its classical epistemological foundations. The study proposes epistemological continuity through mediated authority as a conceptual framework distinguishing scholarly justification from institutional recognition and digital visibility. This framework contributes to digital Qur'anic studies by explaining how classical interpretive legitimacy can be maintained and communicated within contemporary audiovisual environments

Harmony in Diversity: A Study of Moderation Practices in the Religious Communities of Tulung Agung and Mataram Villages, Lampung

2026-10-10T07:50:18+07:00

This study examines the practice of religious moderation in pluralistic rural communities, focusing on Desa Tulung Agung and Desa Mataram, Pringsewu Regency, Lampung. Both villages are characterized by long-standing religious diversity, where different religious groups coexist harmoniously without significant conflict. Employing a qualitative approach with a case study design, this research explores how religious moderation is understood, practiced, and sustained in everyday social life. Data were collected through in-depth semi-structured interviews, participant observation, and documentation involving religious leaders, village officials, community organizations, and residents from diverse religious backgrounds. The findings reveal that religious harmony in both villages is rooted in strong theological values across religions, local wisdom, national commitment, and a culture of mutual respect and cooperation. Practices of moderation are manifested through interreligious cooperation in social and religious activities, shared participation in communal events, mutual support during religious celebrations, and tolerance within both interfaith and intrafamily contexts. The study also finds that religious moderation is reinforced by family education, community engagement, and inclusive village governance. This research contributes to the discourse on religious moderation by presenting an empirical model of sustainable interreligious harmony, rooted in inclusivism, the acceptance of differences, and mutual respect. This model is intended to serve as a model that can be used as a reference for other multicultural communities in Indonesia.

Development Of Learning Media Using Adobe Animate And Blooket In Skiing Subjects

2026-10-03T07:47:49+07:00

This study aimed to develop learning media using Adobe Animate and Blooket for Islamic Cultural History (SKI) at MA Miftahul Jannah Palangka Raya, assess its feasibility, and examine teachers’ and students’ responses to its use. The study employed a Research and Development (R&D) approach based on the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through observations, interviews, documentation, and questionnaires, and analyzed using descriptive quantitative methods with percentage calculations. The findings showed that the learning media was successfully developed by integrating Adobe Animate to present learning materials and Blooket to provide game-based assessments. The main contribution of this study lies in combining these two tools to connect material presentation and assessment within a single learning sequence. The media expert validation score was 88.89%, categorized as highly feasible, while the material expert validation score was 79.17%, categorized as feasible. The teacher response score was 75%, categorized as good, while the responses of 19 students reached 85.53%, categorized as very good. These findings indicate that the developed media met the feasibility criteria and received positive responses from both teachers and students. However, the study did not assess whether the media improved student learning outcomes. Therefore, the integrated use of Adobe Animate and Blooket offers an alternative for making SKI learning more varied and interactive

Downwash in Aircraft Lift Mechanism: An Analytical Study From The Perspective of The Quranic Thematic Tafsir

2026-09-26T09:47:24+07:00

Scientific Qur'anic exegesis on aircraft lift has often emphasized Bernoulli's principle, while discussions of downwash, airflow momentum transfer, and Newton's third law need further development. This study aims to analyze aircraft lift mechanisms through Qur'anic thematic exegesis and develop a conceptual framework termed the Newtonian–Downwash Causal Chain. Employing qualitative-analytical library research, the study adopts Abdul Hayy al-Farmawi's thematic exegesis method. Data were analyzed through linguistic examination, thematic relationships among verses, authoritative exegetical interpretations, and conceptual correlations with aerodynamic literature. The primary verses examined are Surah Al-Mulk [67]:19 and Surah An-Nahl [16]:79, with Surah Yasin [36]:36 serving as a supplementary verse. The findings indicate that aerodynamic lift can be explained through wing–air interaction, pressure distribution, downward airflow deflection (downwash), and momentum transfer based on Newtonian principles. The proposed relationships between yaqbidhn and downwash, azwāj and action–reaction forces, and tashkhīr and the regularity of the air medium constitute interpretive correlations developed by the researchers rather than direct semantic equivalences or empirical evidence that modern aerodynamic theories are explicitly stated in the Qur'anic verses. The study concludes that the Newtonian–Downwash Causal Chain enriches scientific exegesis by integrating Bernoulli-based and Newtonian explanations as complementary aerodynamic perspectives while maintaining epistemological distinctions between Qur'anic interpretation and contemporary scientific reconstruction.