An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial

Islamic Qur’anic and Hadith Literacy: Thematic Tafsir of Iqra’, Qalam, ‘Ilm and Reading Culture

Rahman Rahman — 2026-07-10

Literacy has become one of the fundamental pillars of human civilization and a key element in the development of knowledge-based societies. In the Islamic tradition, literacy is not only understood as the ability to read and write but also as a comprehensive process of acquiring, developing, and disseminating knowledge. This study examines the concept of literacy in the Qur’an and Hadith through a thematic tafsir (tafsīr mawdū’ī) approach, focusing on the concepts of Iqra’ (read), Qalam (pen), and ‘Ilm (knowledge). The research employs a qualitative library research method by analyzing Qur’anic verses, prophetic traditions, and classical and contemporary exegetical literature. The findings show that the command of Iqra’ in the first revelation emphasizes intellectual engagement and critical reading, while Qalam symbolizes documentation, knowledge transmission, and the preservation of civilization. Moreover, ‘Ilm demonstrates that literacy in Islam includes cognitive, ethical, and spiritual dimensions. Hadith literature reinforces these principles through encouragement to seek knowledge, teach others, and document beneficial information. The study concludes that the Qur’an and Hadith establish a holistic literacy framework integrating reading, writing, reflection, and knowledge dissemination. In the contemporary context, these teachings remain relevant in strengthening literacy culture, fostering critical thinking, and promoting lifelong learning amid digital challenges. Therefore, Islamic literacy values serve as a moral and intellectual foundation for an enlightened, knowledge-oriented society.

Pembelajaran Cerpen Bermuatan Karakter Islami dengan Model Deep Learning di Sekolah Menengah Pertama

Fitri Nur Rahmawati — 2026-07-31

Deep learning g has become a priority approach in the implementation of the Merdeka Curriculum because it emphasizes meaningful, reflective, and student-centered learning. This study aims to describe and analyze the planning, implementation, assessment, challenges, and strengthening efforts of deep learning in short story learning with Islamic character values at SMP Al-Qolam Muhammadiyah Gemolong. The short stories used in this learning specifically contain Islamic character values—such as honesty, courage grounded in morality, responsibility, and piety—which are distinctive features of learning in Islamic-based schools. The research employed a qualitative approach using a case study method. Data were collected through document analysis, classroom observations, and in-depth interviews with teachers, students, and the vice principal for curriculum affairs. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that short story learning with Islamic character content has incorporated the principles of mindful learning, meaningful learning, and joyful learning through discussions, reflections, text analysis, and the use of digital media connected to students' real-life experiences. The implementation of deep learning not only enhanced student engagement, critical thinking, and reflective abilities but also contributed to strengthening Islamic character through the internalization of moral, religious, and social values embedded in literary texts. However, its implementation still faces challenges related to teacher readiness, assessment practices, students' literacy interest, and limited instructional time and learning resources.

Negara Sejahtera dan Batas Inklusivitas Pendidikan: Studi tentang Kerajaan Brunei Darussalam

Samsuddin Alamsyah — 2026-07-10

This study is motivated by an interest in examining social inequality within a relatively prosperous society such as the Sultanate of Brunei Darussalam. Widely recognized as a country with high per capita income and relatively comprehensive welfare services, Brunei nevertheless continues to face social challenges, particularly in relation to ethnic communities and other marginalized groups. The objective of this study is to analyze Brunei Darussalam’s educational policy strategies and their relationship to addressing social inequalities experienced by marginalized communities within the country. This research employs a qualitative method using a library research approach through the analysis of formal literature and grey literature, particularly state documents concerning Wawasan Brunei 2035 and its implementation reports. The findings indicate that, on the one hand, the Brunei government has implemented comprehensive policies aimed at improving human resource quality and social mobility, including free education up to the university level, overseas scholarship programs, and the strengthening of curricula grounded in the values of Melayu Islam Beraja (MIB). In addition, labor market integration programs through JobCentre have been introduced to reduce unemployment. On the other hand, however, this study also identifies structural challenges in the form of unequal access for certain groups, policy biases toward ethnic minorities, and disparities between regions and educational quality. Therefore, although Brunei’s educational policies possess significant potential to reduce social inequality, further evaluation and reform are required in order to create a more inclusive and equitable educational system.

Eksistensi Tradisi Menyilaq pada Masyarakat Suku Sasak di Tengah Gempuran Teknologi Informasi Modern

Suhadah Suhadah — 2026-07-31

The rapid development of modern information technology has transformed human communication from face-to-face interactions to mediated digital relations. This study aims to examine the existence of the "menyilaq" tradition (oral invitation) among the Sasak people in Lombok, West Nusa Tenggara, amid the massive use of smartphones. Using a qualitative approach, data were gathered through observation, documentation, and in-depth interviews with cultural figures, community leaders, and local youths across Mataram, Central Lombok, East Lombok, and North Lombok. The analysis followed the qualitative interactive model of Miles, Huberman, and Saldana. The findings indicate that while the core values of "adab" (ethics) and emotional attachment persist, the execution of menyilaq has underwent a significant shift toward hybridization. In urban areas like Mataram, digital invitations via WhatsApp have largely substituted the conventional method due to efficiency. Conversely, in traditional communities such as Bayan (North Lombok), the face-to-face practice remains mandatory for sacred rituals. The study concludes that the community mitigates cultural erosion by adopting a "Hybrid-Pesilaq" model, which integrates practical technology with traditional communication ethics to maintain social harmony.

Generative AI and the Development of Adaptive Islamic Education Teaching Materials for 21st Century Learning

Najwa Sajida El Yunusi — 2026-07-10

The rapid development of Generative Artificial Intelligence (Generative AI) has created new opportunities for developing more adaptive and personalized teaching materials in 21st-century learning. In the context of Islamic Religious Education (IRE), this technology is essential for addressing diverse student needs while fostering critical thinking, creativity, communication, collaboration, and digital literacy skills. This article aims to analyze the role of Generative AI in developing adaptive IRE teaching materials and its relevance to 21st-century learning. The study employed a qualitative approach using a library research method through the analysis of relevant academic journals, books, and scholarly documents. The findings indicate that Generative AI can support personalized learning content, multimodal instructional materials, and flexible assessment development tailored to students’ characteristics. However, its implementation also presents challenges, including the risk of religious misinformation, technological dependency, academic plagiarism, and the weakening of spiritual and humanistic dimensions in learning. Therefore, teachers remain essential as facilitators, value validators, and pedagogical guides to ensure that AI utilization remains aligned with Islamic values and educational objectives

Religion in The Midst of Polarization and A Crisis of Public Trust: The Reactualization of Tradition and State Intervention in Maintaining Coexistence in The Digital Era

Ahmad Murjoko — 2026-07-10

Social polarization and crisis of trust in religious institutions and the state are strengthened in the digital age, exacerbated by algorithms that deepen identity fragmentation. This article formulates a key question: How can religion, through the reactualization of traditions and state intervention, maintain coexistence in the context of digital social disruption? The method used is a qualitative-critical approach through discourse analysis on religious policies, interfaith traditional practices, and digital narratives. The results of the study show that local religious traditions are able to support social cohesion in the midst of identity extremism. Meanwhile, state intervention in religious services of an ambivalent nature can be a facilitator of peace or a tool of symbolic domination. It was concluded that maintaining diversity today requires a synergy between the revitalization of cross-communal traditional values and the country's religious governance that is inclusive, equitable, and adaptive to the digital landscape. Religion will only play a constructive role if it is supported by the ethics of pluralism and digital civilization.

Localizing The Sacred: The Resilience of Sufism and The Vernacularization of Abdul Qodir Al-Jilani’s Manaqib in Banten

Ade Fakih Kurniawan — 2026-07-10

The spread of Islam in the archipelago, especially in Banten, shows complex dynamics related to the role of Sufism and the vernacularization process. This article analyzes the process of appropriation and resilience of Sufism through the practice and the vernacularization of Wawacan Syeh text, which uses the text of the manaqib of Syekh Abdul Qadir al-Jilani in the local language (Banten dialect of Javanese) in Pegon script. Through a qualitative method, this study involves observation, vernacularized text analysis, and interviews with local communities. The results show that the vernacularization of Sufism not only makes Islamic teachings more accessible to the community since the early process of Islamization but also strengthens a moderate and inclusive religious identity. This process creates a synthesis between Sufi values and local culture, so that Islamic teachings are not considered foreign, but become an integral part of the community's social life. The implications of these findings indicate that Sufism in Banten can survive and develop, prioritizing tolerance and respecting local culture/tradition. This research confirms that Islam in the archipelago, through Sufism, can survive the changing times and contribute to a harmonious social and religious life.