Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: Articles

  • Judicial Legal Reasoning in Granting Permission for Polygamy: A Case Study of Bukittinggi Religious Court Decision No. 575/Pdt.G/2024/PA.Bkt.”

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the legal reasoning employed by judges in granting permission for polygamy in the Decision of the Bukittinggi Religious Court Number 575/Pdt.G/2024/PA.Bkt. The research focuses on the judges’ interpretation of the legal provisions governing polygamy, their considerations in assessing the first wife’s consent, the applicant’s financial capability, and personal character, as well as the forms of rechtsvinding (judicial law-finding) and legal reasoning applied in the decision-making process. This research adopts a qualitative approach using a case study design. Primary data were obtained through in-depth interviews with the judge who examined and decided the case, while secondary data were collected from the court decision, statutory regulations, the Compilation of Islamic Law (Kompilasi Hukum Islam), and relevant scholarly literature. Data were collected through interviews, document analysis, and library research, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. The findings reveal that the judges’ legal reasoning was not limited to the literal application of statutory provisions but involved systematic, teleological, and sociological interpretation by considering the facts established during the trial, the principles of justice, public benefit (maslahah), and the protection of wives and children. The first wife’s consent was not regarded as the sole basis for granting permission for polygamy but was evaluated alongside the applicant’s financial capacity, responsibility, and personal integrity. Financial capability was assessed contextually without applying a fixed income threshold, while the applicant’s character was evaluated through evidence concerning moral conduct, responsibility, and social behavior. The study concludes that the judges’ reasoning reflects the implementation of rechtsvinding by integrating legal certainty, justice, and expediency to produce decisions that prioritize family protection and substantive justice.

  • A Public Perceptions of Childfree in Modern Marriage Institutions

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    The childfree phenomenon has become a growing social issue in modern society, including in Indonesia. The decision of married couples not to have children has generated various public responses because it is often considered contrary to cultural values, religious teachings, and the traditional purpose of marriage. On the other hand, modernization and changing social perspectives have led some groups to view childfree as an individual right in determining family life. This study aims to analyze public perceptions of the childfree phenomenon within modern marriage institutions, identify the factors influencing societal acceptance and rejection, and examine the shifts in social values related to family institutions. This research employed a qualitative method with a descriptive-analytical approach. The study was conducted as field research using interviews, observations, and documentation as data collection techniques. The informants consisted of community members, married couples, religious leaders, and community leaders. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that public perceptions of childfree are divided into two groups: those who accept and those who reject the phenomenon. The accepting group views childfree as a personal right of couples in determining their household life, while the rejecting group considers it inconsistent with cultural and religious norms. Furthermore, cultural, religious, economic, educational, and social media factors significantly influence public perceptions of childfree. This study contributes to understanding the transformation of marriage values in modern society, where marriage is increasingly oriented toward emotional fulfillment and quality of life rather than solely reproduction.

  • Islamic Moral Development of Students in the Era of Globalization: A Case Study at Nurul Chotib Islamic Boarding School, Academic Year 2025/2026

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the process of students’ moral development at Nurul Chotib Islamic Boarding School, identify the internal and external challenges encountered in the moral development process, and examine the supporting and inhibiting factors influencing moral development in the era of globalization. This research employed a qualitative approach with a field research design. Data were collected through observation, semi-structured interviews, and documentation involving the boarding school manager, administrators, female teachers (ustadzah), and students selected using purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data credibility was ensured through source and technique triangulation. The findings indicate that students’ moral development is implemented through religious habituation, exemplary behavior of caregivers and teachers, the enforcement of boarding school regulations, and continuous supervision of students’ daily behavior. The study also reveals that differences in students’ backgrounds, the influence of social media, digital technology, and peer interactions constitute significant challenges in the moral development process. Supporting factors include a religious environment, structured programs, and collaboration among boarding school personnel, whereas the main inhibiting factors are social media exposure, limited self-discipline, and peer influence. This study contributes to the development of Islamic education by providing a comprehensive understanding of students’ moral development in the context of globalization and offers practical recommendations for strengthening moral education in Islamic boarding schools.

  • Instilling spiritual intelligence values through Duha prayer and Juzz Amma activities in grade 4 of Nurul Chotib Islamic Elementary School.

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the process of instilling spiritual intelligence values through the implementation of Duha prayer and Juz Amma activities among fourth-grade students at Sekolah Dasar Islam Nurul Chotib. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, an Islamic Religious Education teacher, and fourth-grade students selected using purposive sampling. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that spiritual intelligence values are developed through three main processes: habituation, teacher guidance, and exemplary behavior. The Duha prayer activity fosters discipline, responsibility, independence, obedience, and awareness of worship, whereas the Juz Amma activity develops students’ love for the Qur’an, patience, perseverance, commitment, and self-control. The implementation of these religious activities contributes to strengthening students’ spiritual awareness and religious character through continuous practice in the school environment. This study implies that structured religious habituation can serve as an effective strategy for strengthening spiritual character in Islamic elementary schools. The originality of this study lies in its specific focus on integrating Duha prayer and Juz Amma activities as complementary media for cultivating spiritual intelligence among fourth-grade students.

    Keywords: spiritual intelligence, Duha prayer, Juz Amma, religious habituation, character education, Islamic elementary school

  • Contextual Theology in the Pergi Tepat Tradition of the Panai Ethnic Community: The Relationship between Humans, Ancestors, and God in Pesisir Selatan Regency

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Grave pilgrimage remains an integral part of community life in various regions of Indonesia. However, this practice often gives rise to differing perspectives, as it is understood as a form of cultural heritage, a religious practice, or even a tradition considered to be inconsistent with religious teachings. This study aims to describe the implementation of the Pergi Tepat tradition, analyze the relationship between humans, ancestors, and God, and examine it through the perspective of Stephen B. Bevans’ contextual theology among the Panai community in Silaut District, Pesisir Selatan Regency. This research employed a qualitative descriptive field research approach. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The findings reveal that Pergi Tepat is a hereditary grave pilgrimage tradition carried out through a series of customary rituals that embody respect for ancestors, social solidarity, and religious values. The study also found that the tradition constructs a triadic relationship among humans, ancestors, and God, in which ancestors are understood as symbolic mediators who remind the community of their history and identity, while God remains the ultimate focus of all prayers, hopes, and expressions of faith. Stephen B. Bevans’ contextual theology demonstrates that culture serves as the context in which faith is understood, experienced, and expressed through the lived experiences of the community. Therefore, the Pergi Tepat tradition represents an expression of contextual theology that integrates local culture, respect for ancestors, and devotion to God in the religious life of the Panai community.

  • Strengthening Critical and Ethical Reasoning through the Socratic Dialogue Method Based on the Epistemology of Islamic Philosophy in Madrasah Aliyah, Agam Regency

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Strengthening critical and ethical reasoning has become a strategic necessity in Madrasah Aliyah education amid increasing social complexity and information disruption. Learning practices at MAN 2 Agam, MAS MTI Ghobah, and MAS Mu’allimin Sawah Dangka remain predominantly characterized by normative and factual approaches, thereby limiting opportunities for reflective dialogue. This article examines the effectiveness of a reflective, dialogical, and participatory Islamic philosophy approach in enhancing students’ reasoning abilities. The study employs Participatory Action Research (PAR), encompassing the stages of problem identification, strategy design, implementation of dialogical problem-posing classrooms, and continuous reflection. The intervention was carried out through Islamic philosophy workshops, Socratic dialogue, and the integration of exploratory and evaluative questioning. Students’ participation in classroom discussions demonstrated more active and purposeful engagement, accompanied by an improved ability to construct rational arguments in a more systematic manner. The dialogical process was characterized not only by the exchange of ideas but also by the emergence of ethical considerations in every response expressed by the participants. Meanwhile, teachers’ instructional practices underwent a noticeable transformation, particularly in their questioning techniques, which shifted from one-way transmission toward analytical and reflective exploration. These findings indicate that the Islamic philosophy approach is capable of fostering a meaningful and functional integration of rationality and morality within madrasah learning.

  • Strategies of Islamic Religious Education Teachers in Implementing Students’ Noble Character

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the strategies employed by Islamic Religious Education (PAI) teachers in implementing students’ noble character (akhlak mulia), describe the implementation of affective learning in fostering students’ moral development, and identify the supporting and inhibiting factors encountered in the process at MTs Al Qodiri IV Jember. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that PAI teachers implement noble character education through exemplary behavior (uswah hasanah), religious habituation, advice (mau’idzah hasanah), and persuasive supervision. The implementation of affective learning reflects Thomas Lickona’s three dimensions of character education, namely moral knowing, moral feeling, and moral action, which are integrated into classroom instruction and religious school culture. Supporting factors include the pesantren-based environment, teachers’ commitment, and religious habituation programs, whereas inhibiting factors consist of digital media influence, peer pressure, and students’ diverse family backgrounds. This study contributes to the development of character education by presenting an adaptive strategy for integrating affective learning with Islamic values in a pesantren-based formal school, thereby enriching the discourse on Islamic character education in the digital era.

  • Visual-Based Information Technology as a Predictor of Islamic Religious Education Learning in the Merdeka Curriculum

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Digital technologies are increasingly used to support student-centered instruction under Indonesia’s Merdeka Curriculum, yet quantitative evidence from Islamic Religious Education (IRE) remains limited. This study examined the association between visual-based information technology and IRE learning. A cross-sectional explanatory survey involved 40 participants (33 students and 7 IRE teachers) purposively selected from one public junior secondary school. Two eight-item questionnaires used a four-point Likert scale, and internal consistency was acceptable for visual-based information technology (Cronbach’s ? = 0.799) and IRE learning (? = 0.778). Data were analyzed using descriptive statistics, assumption tests, a two-tailed Pearson correlation with 5,000-sample bias-corrected and accelerated bootstrapping, and simple linear regression. Mean scores were 23.80 (SD = 5.85) for visual-based information technology and 24.15 (SD = 5.66) for IRE learning. Regression residuals were normally distributed (W = 0.959, p = 0.150), and no significant deviation from linearity was detected, F(16, 22) = 1.545, p = 0.170. A strong positive correlation was found, r = 0.861, p < 0.001, BCa 95% CI [0.764, 0.929]. Visual-based information technology significantly predicted IRE learning, B = 0.833, SE = 0.080, ? = 0.861, t = 10.454, p < 0.001, explaining 74.2% of the variance (R² = 0.742). The findings indicate a substantial association, but causal interpretation is limited by the single-school, cross-sectional, self-report design.

  • A Comparative Study of Al-Farabi’s and Immanuel Kant’s Epistemology on Rationality

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Rationality is a central theme uniting Islamic and Western philosophical traditions, although the two proceed from different metaphysical frameworks. This paper aims to comparatively examine the epistemology of Al-Farabi (d. 950 CE), known as the “Second Teacher” after Aristotle, and Immanuel Kant (1724–1804), the founder of critical philosophy, regarding the source and limits of human rationality. A qualitative-descriptive library research method with a philosophical comparative approach was used, drawing on primary translated texts and recent scholarship (Abbaszadeh, 2017; Masykur, 2025; P. Müürsepp et al., 2024). The findings show that Al-Farabi views rationality as a graded faculty of the soul that reaches perfection through emanation from the Active Intellect, situating reason within a hierarchical, metaphysically optimistic cosmos in which philosophy and religion converge on the same truth (Suleimenov, 2019; Zeraoui & Gonzalez Uresti, 2021). Kant, conversely, views rationality as the subject’s own structuring activity, organizing experience through a priori forms and categories while critically confining theoretical reason to the realm of phenomena, leaving the noumenal realm beyond its reach (Anderson, 2022; Katrechko, 2023). Both place reason as the primary source of certainty not derived solely from sense experience, yet differ fundamentally in their metaphysical orientation: Al-Farabi’s emanative-cosmic model versus Kant’s critical-transcendental model. This comparison is expected to enrich contemporary Islamic epistemological discourse in dialogue with modern Western philosophy.

  • Guided Inquiry Learning and Students’ Achievement in Islamic Religious Education: A Correlational Study in an Indonesian Islamic Junior High School

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Guided Inquiry Learning has been widely recognized as a learner-centered instructional approach that promotes active knowledge construction, critical thinking, and meaningful learning. However, empirical evidence regarding its relationship with students’ academic achievement in Islamic Religious Education (IRE) remains limited, particularly within Indonesian Islamic junior high schools. This study aimed to examine the relationship between Guided Inquiry Learning and students’ examination-based achievement in Islamic Religious Education. A quantitative correlational design was employed involving 43 seventh-grade students at SMP Muhammadiyah 2 Boyolali Program Khusus, Indonesia, selected using total sampling. Data on Guided Inquiry Learning were collected through a 25-item validated and reliable questionnaire, while students’ academic achievement was measured using official Islamic Religious Education examination scores. The data were analyzed using descriptive statistics, assumption testing, Pearson correlation, and simple linear regression. The findings revealed that Guided Inquiry Learning was not significantly associated with students’ examination-based achievement (? = 0.088; t = 0.568; p = 0.573), explaining only 0.8% of the variance in academic achievement (R² = 0.008). These findings suggest that examination scores may not fully capture the broader educational outcomes fostered by Guided Inquiry Learning, such as critical thinking, conceptual understanding, inquiry skills, and reflective learning. The study contributes to the growing literature by extending Guided Inquiry research to the context of Islamic Religious Education through a correlational approach using examination-based academic achievement as the primary outcome measure. Future studies are encouraged to incorporate broader indicators of learning outcomes and more comprehensive analytical models to better understand the educational contributions of Guided Inquiry Learning.

  • Waqf as an Instrument of Islamic Governance: Advancing Social Justice, Conflict Resolution, and Sustainable Human Development

    » Perwakilan: Journal of Good Governance, Diplomacy, Customary Institutionalization and Social Networks

    Waqf has been among the most stable institutions in Islamic civilization, used in funding diverse services such as education, health care, social assistance, and public services and administration throughout Muslim societies. Despite this rich legacy, scholarship to date has primarily analyzed Waqf from legal, historical, and financial perspectives, with relatively little emphasis on the role of waqf as a form of governance and a tool for achieving sustainable public policy. This article conceptualizes Waqf as a tool for Islamic governance that can be leveraged to advance social justice, support conflict prevention processes, and achieve sustainable human development. Using a qualitative conceptual research design through an integrative review of literature, the study integrates Classical Islamic Political thought, maqasid al-Shariah, Institutional Governance theory, social capital theory, and Sustainable Development discourse into a multidimensional framework of analysis. This yields the Waqf Governance for Sustainable Development (WGSD) Framework. The study demonstrates how ethically governed waqf institutions can operationalize Islamic governance principles into demonstrable outcomes on human development through investments in such areas as education, health care, entrepreneurship, environment conservation, legal services, social security and community mediation. By reframing waqf from a philanthropic endeavor to a governance institution that complements existing states institutions, while addressing issues of social justice, equity, participation and public benefit, the article provides a new dimension to the waqf literature. The study concludes that reforming waqf governance, professionally managing it, leveraging new technologies and integrating waqf policy into broader public policy creates a potent mechanism for inclusive and sustainable development and lasting peace in Muslim societies.