ISLAMIKA

Artificial Intelligence-Based Transformation of Islamic Civilization History Learning and Student Adab

Ngatmin Abbas, Iffah Mukhlisah — Wed, 01 Jul 2026 00:00:00 +0800

The growing use of artificial intelligence in higher education has created new opportunities for transforming learning processes; however, research on AI-based learning in Islamic Civilization History and its relationship with student adab in Islamic higher education remains limited. This study aimed to analyze the use of artificial intelligence in Islamic Civilization History learning, identify its role in transforming students’ learning processes, and examine its relationship with student adab. The study employed a quantitative design involving 47 respondents selected through purposive sampling, consisting of male and female students in Islamic higher education who had experience in learning Islamic Civilization History and using AI for academic purposes. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using descriptive statistics based on the distribution of responses. The findings show that students generally perceived AI positively in the learning of Islamic Civilization History. AI was found to support comprehension of course material, facilitate access to information on Islamic historical figures and events, accelerate summarization, and improve assignment effectiveness. The results further indicate that most respondents perceived AI as changing the way they learn Islamic Civilization History. At the ethical level, the majority of students reported that they continued to uphold academic honesty when using AI, and most believed that AI could strengthen adab when used appropriately. The study concludes that AI can play a constructive role in Islamic Civilization History learning, provided that its use remains grounded in responsibility, verification, academic honesty, and respect for Islamic scholarly values. This study contributes to the emerging literature on AI in Islamic education and offers practical implications for lecturers and Islamic higher education institutions to integrate AI within a value-based pedagogical framework, while also highlighting directions for future research across broader institutional contexts and in relation to pesantren traditions, sanad, and at-turats.

Implementing the Madrasah Layak Belajar Program by BAZNAS of the Republic of Indonesia in Lombok for Quality Education

Muhammad Faozan — Wed, 01 Jul 2026 00:00:00 +0800

Philanthropic-based educational programs have received growing attention as a means of addressing disparities in educational resources; however, research examining their contribution to improving the quality of Islamic educational institutions in resource-limited regions remains limited. This study aimed to explore the implementation of the Madrasah Layak Belajar Program initiated by BAZNAS of the Republic of Indonesia in Lombok and to examine its contribution to improving educational quality in beneficiary madrasahs. A qualitative design was employed, and the study was conducted from January to February 2026 in Lombok, West Nusa Tenggara, Indonesia. A total of 31 participants were selected through purposive sampling, including program implementers, school stakeholders, and direct beneficiaries. Data were collected through in-depth interviews, observations, and document analysis and analyzed using thematic analysis to identify key patterns related to program implementation and educational outcomes. The findings indicate that the program made a significant contribution to improving educational infrastructure through classroom renovation and the provision of learning facilities, thereby creating a more conducive learning environment. These improvements supported more effective teaching practices and increased student engagement in classroom activities. The results further demonstrate that collaboration between philanthropic institutions and educational institutions can play a strategic role in addressing educational resource disparities in Islamic schools. The study concludes that philanthropic initiatives such as the Madrasah Layak Belajar Program can effectively support educational quality improvement in under-resourced madrasahs. These findings contribute to the discourse on community-based educational development and provide practical recommendations for policymakers and philanthropic organizations to strengthen collaborative educational programs, while also indicating the need for future research on their long-term educational impact.

Prophetic Educational Philosophy: Reconstructing Islamic Education through Tarbawi Hadith

Wed, 01 Jul 2026 00:00:00 +0800

Although Hadith Tarbawi has significantly informed contemporary Islamic educational discourse, research that systematically examines it as a philosophical foundation for Islamic educational theory remains limited. This study aimed to explore the epistemological, pedagogical, and ethical dimensions of prophetic educational philosophy as derived from Hadith Tarbawi. A qualitative design was employed using a thematic analysis approach to examine selected prophetic traditions related to education. Data were collected through document analysis of classical hadith sources and contemporary scholarly literature and were analyzed through thematic categorization. The findings reveal three major dimensions of the philosophy of prophetic education: knowledge as a religious obligation, student-centered prophetic pedagogy, and ethical character formation as the ultimate goal of education. The study concludes that Hadith Tarbawi offers a holistic educational framework that integrates intellectual development, pedagogical wisdom, and moral responsibility. These findings contribute theoretically to the development of Islamic educational philosophy and provide practical insights for educators and institutions seeking to integrate prophetic values into contemporary educational practice. The study also highlights the need for future research on the application of prophetic educational principles in modern Islamic educational institutions.

Digital Sufism for Mental Resilience in the AI Era

Dimyati Sajari, Abdul Haris, Rasi’in Rasi’in, Raswan Raswan — Wed, 01 Jul 2026 00:00:00 +0800

The accelerating dominance of artificial intelligence (AI) and digital technologies has profoundly reshaped human cognition, emotion, and moral sensibility, while also generating new forms of psychological fragmentation and spiritual detachment. This study introduces Digital Sufism as a spiritually grounded and philosophically integrative framework for restoring inner equilibrium and sacred awareness in the digital era. Using a qualitative philosophical approach, the study synthesizes recent scholarship published between 2018 and 2024 on AI, mental health, and digital ethics with textual analysis of classical Sufi works, particularly al-Risālah al-Qushayrīyah by al-Qushayrī and Iḥyāʾ ʿUlūm al-Dīn by al-Ghazālī. The analysis examines how tazkiyat al-nafs (purification of the soul), murāqabah (divine mindfulness), and muḥāsabah (ethical self-reflection) can be reinterpreted as moral and psychological principles for AI design and digital conduct. The findings indicate that Sufism offers not only ethical direction but also existential resilience amid the algorithmic mediation of human life. By incorporating Sufi epistemology into digital environments, Digital Sufism fosters self-awareness, moral accountability, and transcendental consciousness as foundations for spiritually responsive technology. This study contributes to the formulation of a theoretical foundation for Digital Sufism as a contemporary articulation of Islamic mysticism that bridges spirituality, psychology, and digital ethics to promote holistic human development.

Analysis of PGSD Students' Pedagogical Competence in Developing Innovative Learning Designs

Larassati Larassati, Evi elisanti, Arista Faza Aulia — Wed, 01 Jul 2026 00:00:00 +0800

This study is motivated by the limited research examining PGSD students’ pedagogical competence in relation to their ability to develop innovative learning designs, despite its importance in 21st-century learning. This study aims to analyze the pedagogical competence of PGSD students in developing innovative learning designs and to identify aspects that require improvement. A qualitative-dominant mixed-methods design with exploratory quantitative elements was employed. The study involved 30 PGSD students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation of lesson plans or teaching modules. The instrument used was a 1–4 scale assessment rubric, with quantitative data analyzed using descriptive statistics, including mean, standard deviation, and percentage, through SPSS and Excel, while qualitative data were analyzed thematically. The findings show that students’ pedagogical competence was in the fairly good category, with the highest score in learning planning (M = 3.25). However, technology use (M = 2.60) and learning evaluation (M = 2.50) remained relatively low. Thematic analysis revealed three main themes: basic systematicity (83%), limited TPACK integration (73%), and the dominance of conventional evaluation (80%). These findings indicate a gap between students’ theoretical understanding and practical implementation in designing innovative learning. The study concludes that PGSD students’ pedagogical competence has developed in learning planning but remains suboptimal in technology integration and authentic assessment. This study contributes to teacher education literature by providing empirical insight into pedagogical competence development and highlights the need to strengthen TPACK-based learning and authentic assessment in preparing prospective elementary school teachers.

Innovative Game-Based Learning in Islamic Education for Quality Education (SDG-4)

Wed, 01 Jul 2026 00:00:00 +0800

Although Game-Based Learning (GBL) has considerable potential to support quality education, research on its implementation in Islamic primary education remains limited. This study aims to analyze the relationship between GBL and students’ understanding of Fiqh, particularly the topic of fasting (Sawm), in relation to the achievement of SDG 4. Using a quantitative design, the study involved 65 students selected through purposive sampling. Data were collected through questionnaires and comprehension tests and analyzed using descriptive statistics, Pearson correlation, and regression analysis. The findings reveal a strong positive relationship between student engagement and comprehension (r = 0.825, p < 0.001), indicating that higher engagement significantly improves learning outcomes and supports constructivist learning theory. The study concludes that GBL plays an important role in enhancing both the cognitive and affective dimensions of learning in Islamic education. These findings contribute theoretically to the development of digital pedagogy in Islamic education and offer practical implications for educators seeking to adopt interactive learning strategies that support SDG 4. The study also highlights opportunities for future research involving broader Islamic subjects, diverse educational contexts, and mixed-method approaches.

Educational Financing and Administrative Governance Effectiveness in Islamic Schools

Wed, 01 Jul 2026 00:00:00 +0800

Despite the critical role of educational financing in institutional sustainability, limited research has examined how financing management affects the effectiveness of administrative governance in Islamic schools. This study aims to analyze the effect of educational financing management on administrative governance effectiveness at MA Darul Ihya Ciomas Bogor, Indonesia. A quantitative correlational design was employed using simple linear regression. The study involved 35 teachers and administrative staff selected through saturated sampling. Data were collected through structured Likert-scale questionnaires and analyzed using SPSS version 25 through descriptive statistics, reliability testing, normality testing, Pearson correlation, and regression analysis. The findings show a high level of educational financing management (M = 33.31) and a moderate-to-high level of administrative governance effectiveness (M = 30.97). The results also indicate a strong positive correlation between educational financing management and administrative governance effectiveness (r = 0.753, p < 0.001). Regression analysis confirms that educational financing management significantly influences administrative governance effectiveness (R² = 0.568; β = 1.413), explaining 56.8% of the variance. The study concludes that effective educational financing management strengthens administrative governance in Islamic schools, particularly through improved budgeting, transparency, and financial accountability. These findings contribute to educational management theory by extending empirical evidence on the relationship between financing practices and governance effectiveness in Islamic educational institutions. Practically, the study highlights the need for madrasah administrators and policymakers to improve budget planning, financial transparency, and digital integration in administrative systems. Future research should examine additional variables, such as leadership and technology, using larger samples and broader institutional contexts.

Resilience among University Students Memorizing the Qur’an: The Role of Self-Regulated Learning in a Mixed-Methods Study

Satria Amir Makmun Gunawan, Rahmat Aziz, Esa Nur Wahyuni — Wed, 01 Jul 2026 00:00:00 +0800

The phenomenon of university students memorizing the Qur’an has attracted scholarly attention because they must maintain memorization consistency while managing academic demands, assignments, organizational activities, and social pressures. These conditions may lead to fatigue, boredom, decreased motivation, and the desire to stop memorizing, indicating challenges related to resilience. This study aims to assess the levels of self-regulated learning and resilience and examine the effect of self-regulated learning on the resilience of university students memorizing the Qur’an. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 54 respondents selected through total sampling using a Likert-scale questionnaire, while the qualitative phase involved nine participants selected purposively and examined through observation, semi-structured interviews, and documentation. Quantitative data were analyzed using simple linear regression, whereas qualitative data were analyzed through thematic analysis and validated using source and technique triangulation. The findings show that self-regulated learning significantly influenced resilience, with a significance value of less than 0.001. The analysis also produced an R value of 0.857 and an R² value of 0.734, indicating that self-regulated learning contributed 73.4% to students’ resilience. Qualitative findings reveal that students with strong self-regulated learning were able to set memorization targets, manage learning strategies and time, maintain motivation, and evaluate their memorization process, enabling them to remain disciplined, adaptive, and persistent in facing challenges. The study concludes that self-regulated learning plays a critical role in strengthening the resilience of university students memorizing the Qur’an. These findings contribute to Islamic education and student development literature by highlighting self-regulated learning as a key psychological and learning-related factor in sustaining Qur’an memorization amid academic and social pressures.

Speech Acts and Sasak Language Variations in ‘Pe Buling’ Family Clan Communication in Senyiur Village Based on Islamic Values

Ahmad Turmuzi — Wed, 01 Jul 2026 00:00:00 +0800

This study is motivated by the limited empirical research that holistically examines speech acts, Sasak language variation, and the integration of Islamic moral values within family-based communication. It aims to analyze the forms and functions of speech acts, patterns of Sasak language variation, sociocultural and situational influences on language choice, and the manifestation of Islamic values in everyday familial discourse within the Pe Buling family clan. The study employed a qualitative case study design involving 20 purposively selected participants in Senyiur Village, representing different kinship roles and generations within a Sasak-speaking family clan. Data were collected through participant observation, semi-structured interviews, and audio recordings of natural interactions, and were analyzed thematically using an interactive qualitative model grounded in pragmatics and sociolinguistics. The findings reveal that communicative interactions are systematically structured through representative, declarative, directive, expressive, and commissive speech acts. Representative and declarative acts play a central role in establishing shared understanding and legitimizing collective decisions, while directive acts are predominantly realized in softened and indirect forms, particularly in intergenerational communication. Sasak language variation, especially the alternation between honorific basa alus and everyday basa jama-jama forms, reflects speakers’ pragmatic competence in managing social hierarchy and situational demands. The study concludes that speech acts and language variation function as moral instruments through which Islamic values, including respect, humility, sincerity, and moral responsibility, are continuously enacted and transmitted in family communication. This study contributes to pragmatics and sociolinguistics by integrating Islamic communication ethics into the analysis of speech acts and local language variation, while also recommending future comparative and multi-site research on family-based moral communication in multilingual communities.

Outcome-Based Education (OBE) Curriculum Design for Pesantrenpreneur: Integrating Islamic Boarding School Values with Modern Business

Faqih Abdul Aziz, Rohmat Robi' Rozaqiy, Akbar Yusgiantara — Wed, 01 Jul 2026 00:00:00 +0800

Islamic boarding schools (pesantren) currently face a dual challenge: preserving classical Islamic intellectual traditions (turats) while responding to the demand for economic independence through the cultivation of student entrepreneurs (santripreneurs). However, entrepreneurship education in pesantren is often additive, fragmented, and insufficiently integrated, creating an epistemological dichotomy between religious studies and business skills. This study aims to reconstruct the Pesantrenpreneur curriculum design using an Outcome-Based Education (OBE) approach. Employing qualitative library research and systematic literature synthesis, the study develops an integrated curriculum model through content analysis. The findings propose a graduate profile termed “The Ethical-Technopreneur,” supported by an Interconnective Infusion Model. In this design, fiqh muamalah materials are systematically integrated with modern business instruments, including the Business Model Canvas and digital literacy, and strengthened through a Project-Based Learning Teaching Factory strategy. The proposed model indicates that curriculum integration can reduce material redundancy and enhance the relevance of graduate competencies by connecting Islamic commercial jurisprudence, entrepreneurial practice, and digital business capabilities. This study contributes to Islamic education curriculum development by offering an operational framework for transforming pesantren into credible business incubators, supporting the national halal industry ecosystem, and producing graduates with moral authority and professional agility.

Artificial Intelligence in Islamic Religious Education Learning Qur'anic Perspective: Epistemological Reconstruction, Digital Ethics, and Humanization of Learning

Nanang Hermawan, Dadang Hermawan, Yusup Yusup — Wed, 01 Jul 2026 00:00:00 +0800

The application of Artificial Intelligence (AI) in Islamic Religious Education remains underexplored from a Qur’anic perspective, particularly in relation to epistemological foundations, digital ethics, and the humanization of learning. This study aims to examine how AI can be integrated into Islamic Religious Education in alignment with Qur’anic paradigms and to analyze its implications for moral conduct and instructional practice. A qualitative library research design was employed using thematic interpretation (maudhu’i) as the analytical approach. Core data and conceptual frameworks were derived from Qur’anic verses, peer-reviewed literature, and academic studies at the intersection of AI and Islamic Education. The data were synthesized through content analysis and critical-thematic examination. The findings indicate that AI has considerable potential to enhance the efficiency, personalization, and accessibility of Islamic Religious Education. However, the implementation of AI without a strong grounding in Qur’anic principles may weaken spiritual depth, contribute to pedagogical dehumanization, and create ethical challenges in digital learning environments. The study concludes that the integration of AI into Islamic Religious Education requires deliberate synergy between technological innovation, cyber ethics, and Qur’anic values. This study contributes to Islamic education discourse by offering an epistemological and ethical framework for AI-assisted learning that supports innovation while preserving moral integrity, spiritual orientation, and humanistic pedagogy.

Transforming Arabic Language Learning through Islamic Online Technology: A Case Study at MA Darul Muhajirin Praya Lombok

Muhamad Hasyim, Hamzani Hamzani — Wed, 01 Jul 2026 00:00:00 +0800

Although the integration of digital technology in language education has received increasing scholarly attention, comprehensive research on Islamic online technology in Arabic language learning remains limited, particularly in madrasah contexts where technological innovation must align with Islamic educational values. This study aims to explore the forms of technological integration in Arabic language instruction, examine teachers’ and students’ responses to digital innovation, and analyze the contribution of Islamic online technology to improving Arabic language learning while preserving Islamic values at MA Darul Muhajirin Praya Lombok. Employing a qualitative descriptive case study design, the study involved 28 participants, with data collected through semi-structured interviews, classroom observations, and document analysis and analyzed using thematic analysis. The findings indicate that Islamic online technology was systematically integrated through digital learning platforms, blended online instructional strategies, and interactive multimedia tools. Teachers and students reported positive perceptions of usefulness, ease of use, and increased learning engagement, although challenges related to internet connectivity and digital access remained evident. The findings further show that Islamic online technology improved students’ Arabic language skills, expanded learning accessibility and flexibility, and supported the preservation of Islamic educational values through supervised digital content and value-oriented instructional practices. The study concludes that Islamic online technology functions as both an effective pedagogical innovation and a strategic mechanism for sustaining Islamic educational identity in Arabic language learning. These findings contribute to the literature on digital pedagogy and Islamic education and offer a contextual model for digital transformation in madrasah-based Arabic language instruction. Future research should conduct multi-site and longitudinal investigations to examine the sustainability of broader implementation.

Ethnographic Exploration of Da'wah Bil Hal Practices in the Mass Layatan Tradition of Hizbullah Nahdlatul Wathan

Dedi Kurniadi, Fahrurrozi Fahrurrozi, Zainuddin Zainuddin — Wed, 01 Jul 2026 00:00:00 +0800

Although community-based Islamic outreach has received increasing scholarly attention, research on the Mass Layatan Tradition as a form of da'wah bil hal within Hizbullah Nahdlatul Wathan remains limited. This study aimed to explore the cultural construction and practice of da'wah bil hal in the Mass Layatan Tradition, examine the meanings and values embedded in the tradition, and analyze its social and religious implications for the community. A qualitative ethnographic design was employed, involving 16 participants selected through purposive sampling. Data were collected through participant observation, semi-structured in-depth interviews, and documentation analysis, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings reveal that the Mass Layatan Tradition functions as a culturally embedded form of da'wah bil hal expressed through collective prayers, Qur’anic recitation, funeral assistance, emotional support, and social service for bereaved families. The tradition embodies religious responsibility, social devotion, ukhuwah Islamiyah, ta'awun, empathy, and collective cooperation, while strengthening social relationships, reinforcing Islamic brotherhood, expanding religion-based social networks, and preserving local religious culture. These findings affirm the interrelationship between religion, culture, ritual, and social action. The study concludes that the Mass Layatan Tradition serves as an effective medium of da'wah bil hal by promoting social integration and sustaining religious culture. The findings enrich the literature on community-based Islamic outreach and offer practical insights for religious organizations in strengthening socially engaged forms of religious practice across diverse socio-cultural contexts.

The Implementation of IMTAQ Continue Based on Tanjung Luar Coastal Local Wisdom as a Strategy for Fostering Students’ Science and Technology Competence: A Case Study at MTs Nurul Ihsan NW

Muhammad Syukri, Nasri Nasri — Wed, 01 Jul 2026 00:00:00 +0800

Although integrated faith-based educational programs have strong relevance for developing holistic 21st-century learners, empirical studies examining the integration of Islamic values, coastal local wisdom, and science–technology competence remain limited. This study aims to analyze the implementation of the IMTAQ Continue Program based on Tanjung Luar coastal local wisdom, its contribution to students’ science and technology competence, and the supporting factors, challenges, and improvement strategies at MTs Nurul Ihsan NW. A qualitative case study design was employed, involving teachers, students, principals, and community members selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis and were analyzed using thematic analysis. The findings indicate that the IMTAQ Continue Program is implemented through an integrated learning model that connects Islamic teachings with coastal environmental contexts and science–technology instruction. The program enhances students’ scientific literacy, learning motivation, environmental awareness, and responsible digital behavior while strengthening their moral and spiritual foundations. These outcomes are supported by strong institutional leadership, teacher role modeling, student engagement, and community participation. However, challenges remain in relation to student heterogeneity, limited instructional time, digital distractions, and family involvement. This study concludes that the IMTAQ Continue Program plays an important role in fostering balanced scientific, technological, and religious competencies among students. The findings contribute to the literature on integrated Islamic and contextual education and provide practical implications for strengthening curriculum integration, school–family–community collaboration, and technology-based learning innovation. Future research is recommended to employ mixed-methods and comparative designs across diverse educational contexts.

A Study of Fiqh al-Munakahat within the Context of the Nasat Tradition in Pulau Sangkar Village

A. Efendi, Afridawati Afridawati — Wed, 01 Jul 2026 00:00:00 +0800

Although the Nasat tradition continues to shape marriage practices within the Muslim community of Pulau Sangkar Village, it has received limited scholarly attention in Islamic family law and socio-legal studies. This study aims to examine the implementation of the Nasat tradition, analyze its position within the framework of fiqh al-munakahat and the concept of ‘urf, and evaluate its relevance from the perspective of maqāṣid al-sharī‘ah. This study employed a qualitative socio-legal design involving 46 participants selected through purposive sampling, including customary leaders, religious leaders, village officials, married individuals, youth representatives, and community members. Data were collected through observation, semi-structured interviews, and documentary analysis and were analyzed using thematic analysis based on the interactive model of data reduction, data display, and conclusion drawing. The findings reveal that the Nasat tradition is implemented through three main stages: family deliberation, interfamily meetings, and agreements concerning marriage arrangements. The tradition is widely perceived as a symbol of respect, commitment, and kinship, while also serving important social functions, including maintaining family harmony, strengthening interfamily relationships, and preserving cultural identity. From the perspective of fiqh al-munakahat, Nasat functions as a preparatory process comparable to khitbah and does not affect the validity of marriage. It also fulfills the characteristics of a recognized custom (‘urf ṣaḥīḥ) and contributes to the realization of maqāṣid al-sharī‘ah, particularly lineage preservation, family welfare, and social cohesion. This study concludes that the Nasat tradition serves as a bridge between Islamic law and local custom. Its contribution lies in extending Islamic family law discourse and socio-legal scholarship by demonstrating how local marital traditions can operate within the normative boundaries of Islamic legal principles.

Teachers’ Collaborative Leadership and the Enhancement of Professional Performance through Professional Learning Community (PLC) Practices

M. Sahidi — Wed, 01 Jul 2026 00:00:00 +0800

Although collaborative leadership and Professional Learning Communities (PLCs) have been widely discussed in teacher professional development, limited understanding remains regarding how teachers enact collaborative leadership through PLCs to enhance professional performance, particularly in Islamic secondary schools. This study aims to examine teachers’ collaborative leadership practices, the implementation of PLCs as platforms for professional learning, and the role of collaborative leadership through PLCs in improving teachers’ professional performance. This study employed a qualitative case study design at SMA IT Dhiaul Fikri, involving 24 participants comprising school leaders, teachers, and students selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and document analysis and were analyzed using an interactive model consisting of data condensation, data display, conclusion drawing, and verification. The findings reveal that collaborative leadership is manifested through teacher participation in academic decision-making, collaborative reflection, mentoring, and the distribution of responsibilities based on professional expertise. PLCs function as structured platforms for collective professional learning through instructional discussions, knowledge sharing, reflective dialogue, and collaborative problem-solving. The findings further indicate that PLC practices mediate the relationship between collaborative leadership and professional performance by improving instructional planning, classroom implementation, reflective practice, pedagogical competence, and instructional innovation. This study concludes that collaborative leadership enacted through PLCs promotes sustainable professional learning and enhances educational quality in Islamic secondary school contexts. Its contribution lies in extending the literature on distributed leadership and PLCs while offering practical insights for strengthening collaborative school cultures and teacher professional development. Future research should examine these relationships across diverse educational contexts using comparative and longitudinal designs.

Keywords: Collaborative Leadership; Professional Learning Community; Teacher Professional Performance; Teacher Professional Development; Distributed Leadership

The Implementation of the Concept of Social Living in Qur'an Surah Al-'Alaq Verses 1–5 from the Perspective of Tafsir Al-Munir in the Batu Putik Village Community

Muhammad Muhsana Efendi, Aria Panji Saputra — Wed, 01 Jul 2026 00:00:00 +0800

Although Qur'anic social ethics have been widely discussed in Islamic studies, limited empirical research has examined the concept of social living in Surah Al-‘Alaq verses 1–5 from the perspective of Tafsīr al-Munīr and its implementation within contemporary Muslim communities. This study aims to analyze the concept of social living contained in these verses, examine its implementation within the Batu Putik Village community, and identify the factors that support and influence its application in everyday social life. This study employed a qualitative descriptive design involving 20 participants selected through purposive sampling, including village officials, religious leaders, community leaders, youth representatives, women’s groups, and community members. Data were collected through observation, semi-structured interviews, and documentation and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that Tafsīr al-Munīr conceptualizes social living through interconnected values of literacy, knowledge acquisition, human dignity, social ethics, responsibility, cooperation, and community development. These values are implemented through Qur'anic learning activities, knowledge-sharing practices, mutual respect, deliberative decision-making (musyawarah), active community participation, gotong royong, and social assistance programs. The findings further indicate that religious values, leadership, family support, educational activities, and institutional initiatives serve as key supporting factors, while modernization, technological development, and variations in religious understanding influence the sustainability of these values. This study concludes that Surah Al-‘Alaq verses 1–5 integrate literacy, ethics, and social responsibility as foundations of social cohesion and community welfare. Its contribution lies in extending Qur'anic social ethics discourse and providing practical insights for strengthening socially responsible Muslim communities.