An-Najah

EXAMINING WAHHABI THOUGHT IN ISLAMIC RELIGIOUS EDUCATION TEXTBOOKS

Muqoffi Muqoffi — 2026-06-15

Wahhabism is a religious movement whose verbal propaganda has been perceived as contributing to social disintegration. Puritanism, exclusivism, fundamentalism, and traditionalism constitute some of its doctrinal characteristics that continue to persist today. More significantly, patterns of Wahhabi thought have begun to be identified in Islamic Religious Education textbooks based on the national curriculum. This study, therefore, aims to examine patterns of Wahhabi thought embedded in these textbooks and to propose preventive and protective measures in response to their dissemination. This study employs a qualitative approach using library research. The primary data sources consist of: (1) Islamic Religious Education and Character Education for Grade XI of Senior High School/Islamic Senior High School/Vocational High School; (2) the corresponding textbook for Grade XII; (3) Islamic Creed and Morals (Akidah Akhlak) for Grade XII of Islamic Senior High School; (4) Let Us Understand Fiqh for Grade VIII; and (5) Fiqh for Grade VII of Islamic Junior High School. The findings reveal two patterns of Wahhabi thought in these textbooks. First, a textualist approach to Islamic legal deduction (istinb?? al-?ukm), characterized by interpreting the Qur’an and Hadith according to their literal rather than exegetical meanings. This tendency appears in discussions concerning the Friday sermon, mu?allil marriage, God’s forgiveness of human beings, and the obligation to seek God’s permission in managing the earth. Second, the textbooks display a rejection of taql?d to the four Sunni schools of Islamic jurisprudence, particularly in discussions concerning the prohibition of paying zak?t after the Eid al-Fitr prayer, burial practices, and categories of zak?t recipients (musta?iq al-zak?t). In addition to being identified through their underlying patterns of thought, these materials were also found to correspond with discussions contained in works authored by prominent Wahhabi figures.

CHILDREN’S MORAL EDUCATION FROM THE PERSPECTIVE OF UMAR BIN AHMAD BARAJA IN AL-AKHLAQ LI AL-BANIN AND ITS RELEVANCE TO THE CONTEMPORARY CONTEXT

Achmad Syarifudin — 2026-06-15

This study is based on the importance of children’s moral education as the foundation for personality formation from an early age, especially amid the problem of moral decline in the contemporary era. This study aims to analyze Umar bin Ahmad Baraja’s concept of children’s moral education in Kitab al-Akhlâq li al-Banîn, Volume 1, and to examine its relevance to the current educational context. This research employs a qualitative method with a library research approach, namely by examining the contents of the text as the primary source, supported by relevant secondary literature. The findings show that, according to Umar bin Ahmad Baraja, children’s moral education must be instilled through habituation from an early age and arranged in stages, covering morality toward Allah SWT, the Prophet Muhammad SAW, parents, siblings, relatives, and neighbors. Moral education is understood not merely as the delivery of advice, but as the formation of concrete behavior in the form of gratitude, respect, obedience, affection, social concern, and self-control. This concept emphasizes that children’s morals are built upon a strong spiritual relationship, which is then manifested in harmonious social life. This study concludes that Umar bin Ahmad Baraja’s thought remains relevant in addressing contemporary moral issues among children, such as declining respect for parents, sibling conflicts, weakening kinship ties, and reduced concern for neighbors. Therefore, the findings of this study are useful as a reference for developing a moral education model based on Islamic values in families, schools, madrasahs, and Islamic boarding schools.

IMPLEMENTATION OF THE SPIRITUAL LEADERSHIP MODEL IN STRENGTHENING ISLAMIC RELIGIOUS EDUCATION IN THE ARTIFICIAL INTELLIGENCE ERA AT GEDANGAN ISLAMIC BOARDING SCHOOL

Moch Alfin Hadi — 2026-06-15

The development of Artificial Intelligence (AI) has brought significant changes to the field of education, including the process of deepening Islamic Religious Education within Islamic boarding schools (pesantren). This development requires Islamic educational institutions to utilize technology wisely while preserving the spiritual values, ethical conduct (adab), and scholarly traditions that constitute the fundamental foundations of pesantren education. This study aims to analyze the implementation of a spiritual leadership model in deepening Islamic Religious Education in the era of Artificial Intelligence and to describe how spiritual values are integrated with the use of technology at Gedangan Islamic Boarding School. This study employs a qualitative approach with a case study design. Data were collected through in-depth interviews with pesantren leaders, educational administrators, and teachers, as well as through observation and document analysis. The data were analyzed thematically through the stages of data reduction, data presentation, and conclusion drawing. The findings reveal that the spiritual leadership model in deepening Islamic Religious Education is implemented by positioning Artificial Intelligence as a supporting tool for learning rather than as a substitute for the roles of teachers, kiai, or established Islamic scholarly authority. This spiritual leadership model is manifested through four key principles: integrity in the use of Artificial Intelligence for academic purposes, selectivity in receiving and filtering digital information, exemplary conduct in the ethical and responsible use of technology, and the strengthening of Islamic religious knowledge through the proportional use of Artificial Intelligence. These findings demonstrate that spiritual leadership plays a crucial role in maintaining a balance between technological innovation and the reinforcement of Islamic Religious Education values, thereby fostering an educational process that is adaptive, ethical, and firmly rooted in the scholarly traditions of pesantren.

A MODEL FOR INTEGRATING DIVERSITY VALUES INTO ISLAMIC RELIGIOUS EDUCATION (PAI) THROUGH A LOVE-BASED CURRICULUM IN MADRASAS

Ali Wafa — 2026-06-15

This study aims to formulate a model for integrating diversity values into Islamic Religious Education (PAI) learning in madrasas through a love-based curriculum. The study is motivated by the need for religious education that is not merely cognitively oriented but also capable of fostering inclusive and moderate character and respect for differences within the context of Indonesia’s pluralistic society. This study employs a qualitative library research approach by examining the official 2025 Love-Based Curriculum document issued by the Ministry of Religious Affairs of the Republic of Indonesia, as well as literature on value internalization, multicultural education, character education, and curriculum design theory. Data were analyzed through content analysis and conceptual synthesis to map the dimensions of relational values (?ablum min All?h, ?ablum min al-n?s, ?ablum bi’ah, and ?ubb al-wa?an wa al-bil?d), the stages of value internalization (transformation, transaction, and trans-internalization), and the alignment of instructional design. The findings indicate that the integration of diversity values becomes more effective when positioned as a fundamental structure of PAI learning and embedded in the formulation of learning objectives, the organization of learning experiences, pedagogical strategies, assessment, and madrasa culture. The proposed model, the Integrative Relational Model of the Love-Based Curriculum (MIR-KC), places taw??d at the center of value orientation, from which the dimensions of humanity, ecological awareness, and national commitment are derived. Conceptually, this model offers a synthesis of the theology of taw??d, character education, multicultural education, and the principles of outcome-based curriculum alignment. Thus, a love-based curriculum has the potential to foster students who are religious, inclusive, and committed to social cohesion and national unity.

INTERNALIZING THE VALUES OF RAHMATAN LIL ‘ALAMIN IN ISLAMIC EDUCATION: THE STRATEGIC ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN CHARACTER FORMATION

Muhammad Zaironi — 2026-06-15

This study aims to examine how the values of Rahmatan lil ‘Alamin are internalized in Islamic education and to analyze the strategic role of Islamic Religious Education (PAI) teachers in shaping students’ character. This study employs a qualitative case study approach conducted at Madrasah Tsanawiyah Al-Khoirot Malang. Data were collected through in-depth interviews, classroom observations, and document analysis, and were subsequently analyzed using thematic coding techniques to identify patterns of value integration and pedagogical practices. The findings indicate that the values of compassion (rahmah), tolerance, justice, moderation (wasatiyyah), and non-violence are systematically integrated into Fiqh, Aqidah Akhlak, and Qur’an-Hadith subjects through contextual interpretations of relevant Qur’anic verses and discussions of contemporary social issues. The institutional culture also reinforces the process of value internalization through pesantren traditions such as ta‘dzim, musyawarah, ukhuwah, and various socio-religious activities. In this context, PAI teachers serve as interpreters of values, moral role models, affective mediators, and builders of social cohesion. These roles contribute significantly to the development of students’ moral awareness, social empathy, and reflective religious identity.