Publication Search

This study discusses the practice and meaning of Sholawat Amrik as a living tradition that develops in the Ahlus Shafa wal Wafa Islamic Boarding School, Sidoarjo, East Java. Sholawat Amrik is not only practiced in a series of formal ritual worship, but also is present continuously in the daily lives of students and worshippers, such as before meals, after prayers, in routine recitations, and various other collective spiritual activities. This shows that prayer is understood not just as a verbal reading, but as a religious practice that is alive and integrated with the daily pattern of Islamic boarding schools. This study aims to analyze the role of Sholawat Amrik in the process of internalizing religious values, strengthening spirituality, forming religious habits, and strengthening social relations in the pesantren community. The research approach used is qualitative with phenomenological methods, through participatory observation, in-depth interviews, and documentation studies. Data analysis was carried out by linking the findings to Glock and Stark's theory of religiosity, Charles Duhigg's theory of habit formation, and the concept of tazkiyatun nafs in the Sufism tradition of Imam al-Ghazali. The results of the study show that Sholawat Amrik has theological-spiritual, psychological, and social dimensions that contribute to purification of the soul, inner peace, and community solidarity. This practice forms a sustainable religious habit through a cue–routine–reward pattern, so that it becomes an integral part of the lifestyle of students and can be understood as a sufistic heritage that remains relevant in the modern era.

This research aims to develop Zepp Quiz as a creative learning media to enhance students' understanding of Islamic Cultural History at Madrasah Aliyah. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The developed product consists of 10 multiple-choice questions about the Conquest of Mecca with varying difficulty levels, equipped with supporting illustrations, educational feedback, point systems, timers, and leaderboards. Data collection was conducted through quantitative methods using validation questionnaires from media experts and material experts with a Likert scale of 1-5. Data analysis was performed descriptively by calculating average scores and feasibility percentages. The results showed that media expert validation obtained an average score of 4.31 or 86% in the very feasible category, while material expert validation obtained an average score of 4.25 or 85% in the very feasible category. Based on expert validation results, Zepp Quiz learning media is declared very feasible to be used as a creative learning media in Islamic Cultural History learning at Madrasah Aliyah.

Murabahah accounting is important for keeping things clear and responsible in Islamic financial institutions. Using murabahah accounting as required by PSAK 102, especially when it comes to how transactions are recorded, measured, shown, and shared, can affect how much customers trust the institution. This article looks at how the way murabahah accounting is handled influences customer trust, based on research from national and international academic sources. The study uses a literature review to look at past work on how murabahah accounting is used, how well it follows Islamic accounting rules, and what factors affect customer trust. The results show that when murabahah accounting is done clearly and consistently according to PSAK 102, it helps build customer trust. Being open about the cost of the item, the profit added, and how payments are made is a big part of making customers feel confident in Islamic financial services. So, murabahah accounting does more than just keep track of money—it also helps build trust and make Islamic financial institutions last longer.

Modernity, driven by technological advancements and significant social transformations, introduces new challenges to the relevance of Islamic law. This article aims to explore the evolution of Islamic legal thought, providing a clear distinction between classical and contemporary epistemological foundations. It also addresses the urgency of reforming Islamic law to align with the modern era. The research uses a qualitative approach, including literature review and normative-theological analysis, to better understand the shifts within Islamic legal frameworks. The study highlights that modernity has facilitated the expansion of the istinbāṭ method, strengthened the focus on maqāṣid al-syarī‘ah, and encouraged a more contextual and dynamic interpretation of Islamic texts. The research further emphasizes the critical need for epistemological reform within Islamic law to ensure that it remains relevant, adaptive, and capable of fulfilling the legal, social, and moral needs of contemporary society. Such reform is essential for Islamic law to continue being effective and applicable in today’s rapidly changing world.

This study examines the teacher's strategy in guiding the memorization of prayer prayers in early childhood at RA Muslimat NU Banin Banat Manyar through a qualitative case study approach. The main focus is the application of the practice (repetition) and habituation method, which was observed for 6-8 weeks in 35 children in group AB (aged 4-6 years), including participant observation, in-depth interviews with 4 teachers and 5 parents, and analysis of RPP documentation and murojaah videos. The results show that the practice method is applied rhythmically daily (3x / day, 10-15 minutes), starting from simple pronunciations such as iftitah and ruku' with 20-30 repetitions per chain cycle, resulting in an average increase in memorization from 42% to 91%, with variations in singing and movements reducing boredom by 27%. Meanwhile, integrated habituation through congregational prayer routines (Dhuha, Zuhur simulation, Ashar), independent ablution, and home supervision, achieved 89% of children's independence in becoming mini imams after 21 days consistently, supported by verbal rewards and gender row rotation. The discussion confirmed alignment with Piaget's theory (preoperational stage) and Vygotsky's (ZPD scaffolding), where drills build sensory memory schemes while habituation forms permanent religious character ala Abdullah Nasih Ulwan. Supporting factors include parental collaboration and a conducive NU environment, overcoming the obstacle of low concentration. Practical implications recommend replicating this strategy in similar RAs to optimize the golden age of Islamic early childhood, with memorization retention of 8-10 basic prayer prayers.

The development of the modern world, characterized by advances in digital technology, globalization, and complex social dynamics, has created new challenges in child-rearing practices, particularly for Muslim families. Children require not only the fulfillment of physical needs and formal education, but also balanced emotional, social, and spiritual support. This study aims to examine the concept of child-rearing based on love and compassion from the perspective of Islamic psychology, identify the core principles of Islamic parenting, and explain its implications for children’s psychological development. This research employed a qualitative approach using a literature review method with a systematic literature review design. Data sources were obtained from academic books as well as nationally accredited journals and reputable international journals published between 2020 and 2024. The data were analyzed using content analysis and thematic analysis to identify patterns, key concepts, and relationships among variables. The findings indicate that parenting grounded in love and compassion (rahmah), combined with role modeling, justice, and wisdom in discipline, contributes positively to children’s emotional, social, moral, and spiritual development. Warm and responsive Islamic parenting supports the development of effective emotional regulation, prosocial behavior, and the internalization of faith-based and moral values in children. The results also demonstrate a strong alignment between Islamic parenting concepts and the compassionate parenting approach in modern psychology, with Islamic psychology offering a distinctive strength in its spiritual dimension. This study contributes to the reinforcement of the theoretical framework of Islamic psychology and provides practical recommendations for parents and educators in implementing balanced parenting that integrates compassion, discipline, and Islamic values in the modern era.

Islamic Education Management is a process of utilizing every facility owned by Islamic educational institutions, so that the quality of Islamic educational institutions needs to be continuously improved in accordance with the development of the times. This study aims to describe and analyze factors related to leadership management and improving the quality of Islamic education. The research method used is a literature study, namely conducting a review process on books, existing theories to be connected with the topic of leadership and quality of education, especially Islamic Education. The results of this study indicate that leadership and improving the quality of Islamic education as mandated by the national education goals require management that requires full support from various parties ranging from the government, school students, parents and the community. An improvement in the quality of education requires strengthening in several components, namely effective leadership, customer satisfaction, organizational culture, performance of educators and education personnel, curriculum and quality of graduates.

Early childhood development (0–6 years) is a critical period that shapes a child’s physical, cognitive, socio-emotional, language, and moral growth. The family, as the first educational environment, plays a vital role in shaping the child’s character and adaptive skills, particularly through parent–child interactions. In Muslim communities, child-rearing focuses on not only psychological aspects but also reinforcing religious values through Islamic Parenting, which is based on the principles of rahmah (compassion), uswah (exemplary behavior), guidance, and ‘adl (justice), as outlined in the Qur’an and Hadith. This study uses a qualitative literature review to analyze the role of Islamic Parenting in early childhood development, highlighting the significance of these values. The review shows that Islamic Parenting plays a crucial role in optimizing children’s holistic development, including cognitive, social, emotional, moral, and spiritual aspects. Key components of this model include parental exemplification, compassion, religious education, positive behavior habituation, and cognitive stimulation through educational interactions. This model can be implemented through daily practices such as prayers, storytelling, and character reinforcement. In conclusion, Islamic Parenting fosters not just biological caregiving but also character, morality, and spirituality, preparing children for contemporary challenges.

Reboan Agung at the Ahlus Shafa Wal Wafa Islamic Boarding School is a recitation tradition that is carried out regularly every Wednesday and Thursday evenings. This activity began in 2002 from a simple recitation led by KH. Mohammad Nizam As-Shofa, who at that time was only followed by a few people, especially his family members. Over time, this study developed into a large spiritual community and served as an important place to instill the values of Sufism and Islamic spirituality to the students and their congregation. This research aims to analyze the role of Majlis Reboan Agung in supporting the spirituality of the congregation within the Ahlus Shafa Wal Wafa Islamic Boarding School Foundation. The research method used is qualitative with a case study approach. The research results show that Majlis Reboan Agung has a very important role in supporting the spirituality of the congregation. Many congregants felt calm, motivated, and experienced positive changes such as increased patience, sincerity, surrender, enthusiasm, and determination in facing life's trials. They apply these values in their daily lives, which have an impact on ego control, self-understanding, and better relationships with other people. These findings show that Reboan Agung functions as an effective means for cultivating spirituality, not only increasing religious knowledge, but also forming character, strengthening ukhuwah, and growing the congregation's commitment to consistently practicing Islamic teachings.

Research on the relationship between physical activity and morbidity levels of inmates, particularly in women's prisons, is still very limited. This study aims to provide empirical data that can be used as a basis for developing better physical training programs in women's prisons, while also supporting improvements in the quality of life of inmates and their readiness to return to society. This study used a quantitative design with a cross-sectional study approach. Activities carried out included data collection and measurement of the independent and dependent variables. This study analyzed variables related to the relationship between physical activity and morbidity levels among inmates at the Class II Pondok Bambu Women's Prison, East Jakarta. The results of the study showed (1) variations in the distribution of physical activity levels were relatively balanced between the low (34.6%), medium (33.3%), and high (32.1%) categories. (2) Morbidity rates in the sample indicated a significant burden of disease, the proportion of prisoners with low levels of morbidity was 39.7%, medium 24.4%, and high 35.9%. (3) Statistical analysis showed a significant relationship between physical activity levels and levels of morbidity in prisoners, the bivariate test (Chi-Square) produced p < 0.001, so the hypothesis that there is a relationship between physical activity and morbidity is accepted. (4) In an Islamic perspective, physical activity is believed to strengthen the body, prevent disease, and maintain physical and spiritual balance.

The increasing use of digital devices among adolescents raises concerns regarding eye health, particularly myopia. Non-ergonomic postures, such as using gadgets in a lying position, may increase accommodative stress on the eyes and contribute to visual impairment. To analyze the association between the duration and viewing distance of gadget use in a lying position and the occurrence of myopia among eighth-grade students at SMPN 119 Central Jakarta. An observational analytic study with a cross-sectional design was conducted involving 74 eighth-grade students. Data on gadget use habits, including duration and viewing distance, were collected using a structured questionnaire. Visual acuity was assessed using a Snellen chart. Bivariate analysis was performed using the Chi-square test with a significance level of p < 0.05. Decreased visual acuity was found in 62.2% of respondents. There was no significant association between viewing distance and myopia (p = 0.080). However, a significant association was identified between gadget use duration exceeding two hours per day and the occurrence of myopia (p = 0.002). The duration of gadget use in a lying position was significantly associated with myopia, whereas viewing distance was not. Limiting the duration of gadget use may help prevent visual impairment among adolescents.

The development of digital technology has driven the transformation of financial services, including in Islamic microfinance institutions. One form of innovation is the implementation of mobile banking services, which aims to improve transaction efficiency and digital financial literacy among the public. This study aims to analyze customer perceptions of the Mobile UGT service program at BMT UGT Nusantara Labang Branch and its role in improving digital financial literacy among the public. This study uses a qualitative approach with a descriptive method. Data was collected through in-depth interviews, observations, and documentation of five active customers who have used the Mobile UGT service. The results show that customers generally have a positive perception of the Mobile UGT service. The application is considered easy to use, practical, and able to facilitate various financial transactions such as checking balances, transferring funds, and making payments, without having to come directly to the BMT office. In addition to increasing transaction efficiency, the use of Mobile UGT also contributes to improving customers' digital financial literacy, as reflected in their increased understanding of income and expenditure management, budget planning, utilization of digital transaction features, and awareness of data and account security. However, this study also found several obstacles, mainly related to technical disruptions to the application and internet network limitations. Overall, the Mobile UGT service plays an important role in supporting customers' financial independence and digital financial inclusion. This study recommends strengthening technological infrastructure and continuing education programs to optimize the benefits of digital financial services in the BMT environment.

This study seeks to analyze the ideas and practices of transnational Islamic educational ideologies and their impact on Islamic educational institutions across diverse local settings. Employing a Systematic Literature Review (SLR) method, the research systematically reviews a range of relevant scholarly sources, including peer-reviewed journal articles, dissertations, and research reports published between 2014 and 2024. The findings demonstrate that transnational movements such as Salafism, the Muslim Brotherhood, and Hizbut Tahrir significantly influence curriculum design, religious orientation, and the institutional culture of Islamic education. Nevertheless, this influence does not operate in a straightforward or uniform manner; instead, it is shaped through continuous negotiation with local contexts, particularly via state regulations, sociocultural conditions, and adaptive educational practices. The study highlights that local actors actively reinterpret and mediate transnational ideological frameworks to align them with national educational policies and community needs. Overall, this research offers comprehensive insights into the complex interactions between transnational Islamic ideologies and the ongoing transformation of contemporary Islamic education in different socio-political environments.

This Systematic Literature Review (SLR) research synthesizes findings from five scientific articles that focus on the vital role of Islamic Religious Education (PAI) in overcoming the crisis and moral decadence among the Young Generation triggered by the minimal internalization of positive values in education, the lack of family roles, and the challenges of the digital era. The results of the synthesis show that overcoming the moral crisis requires a comprehensive approach, including: first, Affective Approach: PAI must transform from a cognitive focus to an Affective Approach based on the core values of the Qur'an (Ihsan, Rahmah, Tawadhu', Sabr, Amanah) to touch students' spirituality; second, Social Integration: PAI must be integrated with social reality to foster social piety through community-based programs (mosques) that ground Islamic values contextually; and third, Digital Adaptation: PAI teachers play a strategic role as moral role models and are required to adapt to the digital era through strategies for utilizing interactive technology and forming positive digital communities to overcome the influence of negative social media content. Overall, PAI is a central pillar whose effectiveness depends on strong collaboration between educational environments and the ability of teachers to be technologically literate spiritual-affective guides.

This study examines the transformation of Islamic da'wah institutions in Indonesia through social entrepreneurship innovation, focusing on the Darunnajah Islamic Boarding School in Jakarta. The aim is to understand how the Islamic boarding school adapts to socio-economic changes without abandoning its da'wah values. This study uses a library research methodology, referring to Kurt Lewin's (1947) theory of change, which consists of three stages: Unfreezing, Changing, and Refreezing. The findings indicate that during the Unfreezing phase, Darunnajah raises students' awareness of the need to develop traditional da'wah models. During the Changing phase, the Islamic boarding school implements social entrepreneurship innovations through various structures, such as cooperatives, Hajj travel agencies, and agribusiness. Finally, during the Refreezing phase, the values ​​of independence and professionalism are institutionalized within the boarding school's culture. Key factors contributing to its success are visionary leadership, a culture of student autonomy, and alumni support; obstacles encountered include internal resistance and a lack of resources. Overall, Darunnajah has succeeded in becoming an adaptive and productive model of modern da'wah that remains rooted in Islamic values.

Student resilience is an essential capacity for coping with academic, social, and psychological challenges in educational settings. One of the external factors that plays a significant role in fostering resilience is social support. This study aims to analyze the role of social support in enhancing student resilience from the perspective of Islamic educational psychology. This research employed a library research approach by reviewing and synthesizing relevant journal articles and scholarly books published between 2021 and 2025 related to social support, student resilience, and Islamic educational psychology. Data were analyzed using content analysis and thematic analysis of previous research findings. The results indicate that social support derived from family, teachers, peers, and the school environment functions as a protective factor that enhances students’ adaptive abilities, emotional regulation, and resilience in facing academic pressures. From the perspective of Islamic educational psychology, social support is integrated with Islamic values such as ukhuwah (brotherhood), ta’awun (mutual assistance), sabr (patience), and tawakkul (trust in God), which strengthen students’ resilience in a holistic manner, encompassing both psychological and spiritual dimensions. This study contributes theoretically to the development of Islamic educational psychology and provides practical implications for educational institutions in creating supportive and value-based learning environments.

This article examines the concept of science from Western and Islamic perspectives, emphasizing the understanding, objects of study, goals, and uses of science in human life. This study is motivated by the differences in scientific paradigms between the modern Western tradition, which developed on the basis of rationality, empiricism, and the secularization of science, and the Islamic scientific tradition, which views science as an integral part of revelation, reason, and empirical reality. This research uses a qualitative method based on literature review with a descriptive-analytical and comparative approach to various classical and contemporary literary sources. The results of the study indicate that Western science tends to be anthropocentric, placing humans at the center of reality, and is oriented toward mastery of nature and the achievement of material progress. In contrast, science from an Islamic perspective is theocentric, placing God at the center of knowledge, and is directed toward achieving human well-being and a balance between this world and the afterlife. Despite these fundamental differences, both perspectives share similarities in the use of reason and empirical observation as primary instruments in the scientific process. This study is expected to provide a conceptual contribution to the development of the philosophy of science and efforts to integrate science in the contemporary era.

This study traces the historical and intellectual processes that enabled Plato's ideas to enter the tradition of Islamic philosophy and subsequently influence Islamic boarding school education in Indonesia. Starting from the increasing openness of Islamic boarding schools to classical humanities, this study aims to understand how Plato's ideas were transferred from the context of Ancient Greece, reinterpreted by Muslim philosophers, and integrated into traditional learning practices. Using a library-based qualitative approach with hermeneutic, historical-intellectual, and thematic methods, this study analyzes the transmission pathways that include the Abbasid translation movement, the interpretive contributions of figures such as Al-Kindi, Al-Farabi, and Ibn Sina, and the absorption of concepts through literature on ethics, logic, and adab. The findings show that Islamic boarding schools did not inherit Plato's ideas directly, but rather through the Islamic philosophical tradition that reshaped Platonic elements to fit the Islamic intellectual framework. Concepts related to spiritual education, character building, and ethical rationality are in line with the orientation of tazkiyah al-nafs, which is the foundation of Islamic boarding school pedagogy. This study confirms that the relationship between Plato's ideas and Islamic education emerged through a long creative process, not merely a transfer of texts. Practically, these findings highlight opportunities to develop a more reflective, critical, and virtue-centered pesantren curriculum, while encouraging further ethnographic research to explore how the classical philosophical heritage is reinterpreted in contemporary santri learning practices.

This study aims to construct a comprehensive concept of Quranic Andragogy based on the profound educational interaction between Prophet Musa a.s. and Prophet Khidir a.s. as narrated in Surah Al-Kahfi. Employing systematic library research with a thematic exegesis approach and rigorous content analysis, this research synthesizes Malcolm Knowles’ andragogy theory with core Islamic values and principles. The findings reveal that Quranic Andragogy transcends conventional Western pragmatism by effectively integrating intellectual autonomy with deep spiritual humility (tawadhu). The narrative illustrates three fundamental pillars of this pedagogical model: the urgency of cultivating internal motivation (the need to know), which is driven by a conscious willingness to 'unlearn' ego and preconceptions; the careful management of cognitive conflict within experiential learning processes; and the consistent implementation of a disciplined, ethically guided learning contract. It is concluded that adult education in Islam requires a careful balance between critical reasoning, reflective practice, and spiritual obedience in order to achieve holistic self-transformation that extends beyond the mere transfer of knowledge and information, fostering both intellectual and moral development in learners.

This study examines the ideas of Ziauddin Sardar and Azyumardi Azra in three major areas: Islamic education, digital religious authority, and religious moderation. Using a library research approach, this article analyzes how Sardar’s Postnormal Times (PNT) framework explains global complexity, chaos, and contradictions that shape the future of Islamic thought and education. Meanwhile, Azra’s concept of Islam Nusantara and wasathiyah provides a historical and cultural foundation for constructing moderate Islamic identity in Indonesia. Findings indicate that Sardar emphasizes adaptive education oriented toward future literacy, while Azra highlights the integration of tradition, modernity, and local culture. In the context of digital authority, Sardar views the transformation as a structural effect of postnormal conditions driven by algorithmic systems, while Azra stresses the need to strengthen scholarly legitimacy based on sanad, institutions, and ethical guidance. Both perspectives converge on the importance of moderation. Sardar presents moderation as a strategy to manage global complexity, whereas Azra positions wasathiyah as the inherent identity of Islam in the archipelago. This study concludes that synthesizing both frameworks can strengthen Islamic education, stabilize digital religious authority, and reinforce Indonesia’s moderate Islamic identity in responding to contemporary challenges.