THE ROOTS OF TRADITIONAL ISLAM IN MODERNIST MUSLIM WORKS: K.H. Aceng Zakaria and the Intellectual Tradition of Pesantren

One of characters of modernist Islam organization in Indonesia is the opposition to traditionalist Islam practices. Initially, the modernist Islam activist also learned in the traditional Islam culture before they turned around. This study focuses on the roots of the traditional Islam among the modernist Islam organization activists, Islamic Union (Persatuan Islam/PERSIS). The study object is the historical life of the PERSIS chairman, Aceng Zakaria and his magnum opus works, al-Muyassar fî ‘Ilm al-Naḥw and al-Hidâyah fî Masâ’il Fiqh Muta‘âriḍah. Through a socio-intellectual historical approach, the study shows that the Islamic intellectual tradition of the modernist activists is inseparable from the learning of traditional pesantren. Aceng Zakaria, as a PERSIS ulama, originally learned at the traditional pesantren in the mid-twentieth century. The roots of traditional Islamic science influences his intellectual career which was reflected in his works. Both books, Arabic grammar al-Muyassar and fiqh discourse al-Hidâyah demonstrate his connectivity to the intellectual of traditional pesantren. However, Aceng Zakaria, as a modernist and reformist ulama, also modified his explanation systematically and practically. This shows that the genealogy of intellectual tradition of pesantren has an important position in supporting the development of reformist Islamic ideas in Indonesia.

RELIGIOUS MODERATION IN THE RECITATION ACTIVITY OF MUSLIMAT NU: An Effort to Prevent Religious Extremism

The lives of religious people are often in the spotlight because of complex problems. Religion which is supposed to be the source of peace, causes chaos. Hence, the moderation values must be taught in religious life to create peace. This study aims to explain the efforts and contribution of Muslimat NU Durek Hamlet, Batu City in internalizing the religious moderation values to prevent religious extremism. This is a qualitative research with a case study approach. The data are collected using observation, interviews, and documentation. The analysis technique includes data condensation, data display, conclusion drawing and verifying. The data are then verified using triangulation techniques. The results reveal that there are three efforts done by the Muslimat NU Durek Hamlet to internalize the religious moderation, namely oral method, exemplary, and monitoring. The values taught are balance, tolerance, deliberations, good prejudice and fair. Meanwhile, the contribution of religious moderation in preventing religious extremism is tolerance for differences, being friendly, polite, and doing deliberation.

INDONESIAN ULAMA IN AL-HARAMAYN: A Study on the Works of al-Fâdânî and al-Bûghûrî in Musalsal Hadith

The science of hadith, the accuracy factor (ḍabt) of memorization and notes, greatly determines the validity of the hadith, in addition to the trustworthiness factor of a narrator (râwî). The impact of such a strict application of the ḍabt, affects the attitudes and habits of hadith experts, such as the time, place, and special performance of the râwî. Its purpose is to further boost the accuracy of memorizing a hadith. For example, a narrator when narrating a hadith smile, then the act of smiling is also recorded by the student. He also imitates the style of his teacher smiling when narrating the hadith. This act is passed down from generation to generation, which is known as chain-related (musalsal) hadiths. However, the type of musalsal hadith does not automatically make the hadith ṣaḥîḥ. Even some musalsals are weak; some are even unauthentic. Indonesian hadith experts who studied in Mecca (al-ḥaramayn), participated in enlivening the narration and writing books on the musalsal hadiths. The names of Shaykh Yâsîn al-Fâdânî (Padang) and Mukhtâr Aṭârid al-Bûghûrî (Bogor) are listed as hadith experts from Indonesia, who have worked in the field of musalsal. The methodology used in this article is a qualitative method with descriptive approach. The article analyzes the hadiths in the works of the two hadith experts. The finding in this study is that the contribution of Indonesian hadith experts in the field of hadith is amazing, not only in the explanation (sharḥ) of hadith, but also in more detailed fields such as musalsal.

CURRICULUM DESIGN FOR SPECIAL CONDITIONS BASED ON ISLAMIC VALUES: Study at Senior High School Al-Hikmah Boarding School Batu

Covid-19 is a way for each educational institution to improve quality, processes, as well as facilities and infrastructure. The epidemic indirectly demands the education institution for adaptive and innovative new life accompanied by the development of information technology. The Ministry of Education and Culture has issued a curriculum policy for special conditions during the pandemic based on the circular regulation of the Minister of Education and Culture Number 719 of 2020. In addition, the issue of freedom to study in primary and secondary education institutions has emerged since 2019. Through the locus of Senior High School al-Hikmah Boarding School Batu, the researchers explored the data regarding the design of an independent curriculum based on Islamic values implemented since 2019. The curriculum has relevance to the Covid-19 special conditions curriculum and can be used as a model for the Covid-19 curriculum based on Islamic values. The research approach used is descriptive qualitative. While, the type of research is a case study with in-depth interview data collection, participatory observation, and documentation. It used an interactive data analysis through data collection, data presentation, data reduction, and conclusions. The results of this study indicate that the independent curriculum of al-Hikmah Boarding School Batu has relevance to the link and match-based special conditions curriculum. In addition, the independent curriculum contributes to shaping the learners’ attitudes based on spiritual strength, nationalism, and mental leadership.

ISLAMIC EDUCATION DEVELOPMENT BASED ON UNITY OF SCIENCES PARADIGM

The focus of this research lies in the philosophical analysis of Islamic education based on the Unity of Sciences paradigm. So far, no researcher has studied this issue specifically and comprehensively. This study uses a philosophical and phenomenological approach of library research. The finding shows that the development of managed Islamic education has both human and divine potential. Unity of Sciences has become the basis for creating a balanced Islamic education paradigm with humanization and spiritualization strategies. Therefore, development of Islamic education based on Unity of Sciences can produce modern scientists who are religious and not anti-local culture. Thus, this paradigm encourages scientists to dialogue and reciprocally lead someone closer and closer to God, the Most True (al-Ḥaqq). This paradigm is implemented into the curriculum at State Islamic University (UIN) Walisongo Semarang.

PESANTREN’S DIGITAL LITERACY: An Effort to Realize the Advancement of Pesantren Education

There are still many digital literacy gaps among pesantren in Indonesia due to maintaining the pesantren culture itself. Pesantren must be able to adapt to the times in the digital era, so they can compete with other educational institutions by utilizing digital literacy. The purpose of this article is to analyze pesantren digital literacy skills as an effort to realize the progress of pesantren education. The method used is library research with descriptive analysis study. The data is analyzed using content analysis and descriptive studies related to digital literacy in pesantren by using data sources from previous studies. The results explain that digital literacy is an opportunity and potential for pesantren education to be developed so that the role of pesantren in society is more advanced and superior. So, pesantren remains adaptive to the developments and demands of the times as needed. The digital literacy can be in the form of critical, creativity, imagination, and creative thinking skills in understanding technological developments so that they can use them well. Pesantren digital literacy is optimized as a form of effort in realizing the progress of pesantren education in Indonesia.

EPISTEMIC RATIONALITY IN ISLAMIC EDUCATION: The Significance for Religious Moderation in Contemporary Indonesian Islam

This article discusses the concept of epistemic rationality in Islamic education and its significance for strengthening religious moderation in contemporary Indonesian Islam. The questions are: (1) How is the conception of epistemic rationality? (2) To what extent is the role of epistemic rationality in Islamic education? (3) How do classical Islamic treasures view the epistemic rationality and its significance for strengthening religious moderation in Indonesian Islam? Afterwards, the theoretical assumption underlying this article is that the strengthening of religious moderation without being supported by epistemic rationality is null and void. This article finds that the passion of reading in Islam processed through epistemic rationality has provided huge contribution for Islamic civilization so that it reaches its golden age. Hence, in Indonesian Islamic education context, strengthening religious moderation must be delivered through epistemic rationality as basic reasoning in understanding religious text and digging the diversity phenomenon in order to avoid radicalism and blind fanaticism. Epistemic rationality must be considered as starting point to build curriculum structure and learning contents that emphasize more on the competency of ‘know-how’ and ‘know-why’ rather than ‘know-what’.

INTERCONNECTION MODEL OF MORALS-REASONING-RESEARCH IN PESANTREN CURRICULUM

This paper described the interconnection model of morals-reasoning-research in the curriculum of Tarbiyatul Muallimien al-Islamiyah (known as TMI) Al-Amien Prenduan. It also examined the supporting and inhibiting factors for the implementation of the interconnected-curriculum. It is a case study employing observation, interviews and documentation, and the data were analyzed using qualitative analysis. Two conclusions were drawn. First, TMI uses multidisciplinary approaches in its curriculum by interconnecting morals, reason and research. Morals are instilled through reading and learning the morals books such as Ta‘lîm al-Muta‘allim and Iḥyâ’ ‘Ulûm al-Dîn. The reasoning skills are taught through school subjects such as logic, Islamic jurisprudence and the science of hadith. In contrast, the research skills are taught through research subjects and a compulsory program called writing a research paper. Second, the class classification model, which takes students’ talent and interest into account, and other research-related programs such as book review and fatḥ al-kutub (classical book research) are the supporting factors for the writing program. They are accommodating for students in completing their writing. Meanwhile, there are also numbers of inhibiting factors such as student’s lacking motivation, the prohibition of internet use, unsuitable supervisor expertise, and the minimum role of Islamic Study Center (Pusdilam).

THE ISLAMIC THEOCRATIC PRACTICE AND THE OTHER IN NIGERIA SINCE DEMOCRATIZATION

This paper’s hypothetical view is that theocracy as a concept is so self-explanatory that little or no special learning is required to discern it. This is based on the fact that almosteveryone has an idea of what government and religion mean and how they function or operate. Connecting religious institutions to government or the reverse is therefore not expected to prove challenging. However, the need for scholarly precision or appreciable level intellectual accuracy informs the need to critically rethink the concepts with regard to the status or place of The Other. Whereas the Islamic theocratic principles and practice in Nigeria are the subject of the paper, non-Muslims, contextually mentioned as The Other. This paper attempts to identify issues revolving around the experience of The Other in an Islamic theocracy, with a focus on Nigeria since its return to democratic rule in 1999. The paper which uses both historical and analytical methods seeks to systematically stimulate further engagement with the Islamic theoretical principles and practices as understood in the country during the period under coverage, in connection with issues and challenges involving the non-Muslims.

DESIGNING THE PESANTREN CURRICULUM TO COUNTER RADICALISM: Study on Pondok Pesantren Wali Songo Ngabar Ponorogo

This study aims to describe the moderate educational views of the Pondok Pesantren Wali Songo community in Ngabar Ponorogo and their efforts to prevent radical ideology. This is a qualitative research and the subject is the main source of data. The informants are the Kyai (the leader) and the Asâtîdh (the teachers) Council in the Pesantren. The results reveals that the Pesantren Wali Songo designed a curriculum that provided a comprehensive understanding of Islamic teachings. For example, the material of fiqh is embedded with uṣûl al-fiqh. In uṣûl al-fiqh, there are rules of istinbâṭ al-ḥukm besides the Quran and hadith such as ijmâ‘, qiyâs, ‘urf, maṣlaḥah al-mursalah, and maqâsid al-sharî‘ah so that fiqh is flexible. In addition, the Pesantren recruited a board of teachers who had moderate understanding and background in kâffah Islamic ideology. Santri (the students) are protected from information access and certain association which lead to radicalism. In developing moderate Islam, the curriculum there require them to study books that explain the understanding of Islam Ahl al-Sunnah wa al-Jamâ‘ah.