Jurnal Hadratul Madaniyah

Inclusive Education Management and the Development of Multicultural School Culture: A Case Study of MAN 2 Sleman

2026-06-08T03:51:55+00:00

Inclusive education not only aims to provide equal access to education for students with special needs, but also plays a role in building an inclusive and multicultural learning environment. However, studies on the role of inclusive education management in shaping social and cultural interactions at school are still limited, especially in the madrasah context. This study aims to analyze the implementation of inclusive education management and its role in building inclusive and multicultural social and cultural interactions at MAN 2 Sleman. This study uses a qualitative approach with a case study design. The research subjects consisted of the madrasah principal, teachers, managers of the Disability Services Unit (ULD), students with special needs, and regular students. Data were collected through interviews, observations, and documentation, then analyzed using an interactive model that includes data reduction, data presentation, and drawing conclusions. The results show that inclusive education management has been implemented systematically through the functions of planning, organizing, actuating, and controlling. This implementation is realized through student needs assessments, the establishment of Disability Service Units, differentiated learning, inclusive classes, the Inclusive Friend program, IT services for the Disabled, Braille Quran learning, and ongoing evaluation and monitoring. Inclusive education management also plays a role in building social interactions characterized by the development of empathy, tolerance, cooperation, and respect for diversity. These interactions then develop into an inclusive and multicultural school culture reflected in equal access, active student participation, and minimal discriminatory practices. These findings indicate that inclusive education management functions not only as a service system for students with special needs, but also as a strategic instrument in building an inclusive and multicultural school culture. Therefore, strengthening teacher competencies, accessibility facilities, and collaboration with various stakeholders need to be continuously improved.

Integration of Religious Moderation in Islamic Religious Education Learning in Schools: Conceptual and Implementive Analysis

2026-07-02T00:24:32+00:00

This study aims to analyze the concept and implementation of integrating the values of religious moderation into Islamic Religious Education (IRE) to address the challenges of interfaith harmony in multicultural Indonesia. Using a qualitative approach with a literature review method, the data were analyzed using content analysis. The results of the study indicate that the integration of religious moderation values is a holistic process from planning to evaluation. Conceptually, this integration applies four approaches: curricular, pedagogical, exemplary (uswah hasanah), and cultural. In its implementation, these values are internalized through syllabi and lesson plans, dialogic-participatory methods, teacher role modeling, an inclusive school culture, and comprehensive evaluation. It is concluded that the success of fostering a moderate, nationally-minded generation heavily depends on the synergy between the teacher’s role, instructional design, and the support of the educational environment.

Internalising the Values of Patience and Gratitude through the Practice of Istighosah in Developing Students’ Academic Resilience at MTsN 1 Pamekasan

2026-09-27T21:31:50+00:00

Academic pressure has increasingly become a concern in adolescent education because students are required to persist in learning while responding to academic demands and emotional challenges. This study aims to describe the process of internalizing the values of patience and gratitude through istighosah practices and to examine how these values are reflected in students' academic resilience at MTsN 1 Pamekasan. Employing a qualitative case study approach, data were collected through non-participatory observation, semi-structured interviews with the school principal, an Akidah Akhlak teacher, a homeroom teacher, and students, as well as documentation. The findings indicate that istighosah functions as part of the school's religious habituation and is conducted on Jumat Legi/Manis, following the Javanese pasaran calendar, which recurs approximately every five weeks rather than on a fixed weekly or monthly schedule. Activities include Dhuha prayer, Qur'anic recitation, Yasin, tahlil, and collective supplication. The internalization of patience is reflected in students' persistence in completing academic tasks even when they experience complaints or pressure. Gratitude is expressed verbally, particularly through expressions such as “Alhamdulillah” after receiving good academic results, and is reinforced through peer interaction. The findings also show that the influence of istighosah should not be understood as a single direct cause of academic resilience. Rather, patience and gratitude appear to operate together with Akidah Akhlak instruction, peer support, teacher guidance, and the broader school environment. Thus, istighosah can be understood as one medium through which religious values are habituated and reflected in students' efforts to persist in academic activities.

The Tranformation of Anxiety into Performance Pressure: A Roland Barthes Semiotic Analysis of Ikhtiar and Tawakal in Inside Out 2

2026-09-27T21:17:19+00:00

Adolescent anxiety is closely related to uncertainty, social acceptance, and pressure to achieve certain standards. This study analyzes the representation of anxiety, effort, and tawakal in Inside Out 2 using Roland Barthes’ semiotic approach and an Islamic perspective. A qualitative method was employed by analyzing ten purposively selected data units consisting of scenes, dialogues, expressions, actions, and situations related to anxiety, effort, performance, and self-acceptance. The analysis examines denotation, connotation, and myth, followed by a dialogical interpretation with the concepts of ikhtiar and tawakal in the Qur’an and Hadith. The findings reveal a transformation of anxiety through the pattern of mistake → anticipation → performance pressure → loss of control → self-acceptance. Riley’s effort initially appears as preparation and skill development but gradually shifts into performance pressure when achievement and social acceptance become conditions for self-worth. From an Islamic perspective, the findings can be dialogued with the distinction between human responsibility to strive and the limitation of human control over outcomes. The study contributes to Islamic Religious Education by showing how popular film can provide a contextual space for discussing effort, human limitations, self-acceptance, and attitudes toward outcomes.

The Concept of Islamic Philanthropy and Its Potential for Disputes in Religious Courts

2026-07-06T00:21:26+00:00

Islamic philanthropy has traditionally been understood primarily through the instruments of zakat, infak, sedekah and wakaf as part of Islamic social finance. This perspective has meant that the instruments within Islamic family law have not yet been extensively studied as part of Islamic philanthropy. This study aims to analyse the construction of Islamic philanthropy within family law and to identify potential disputes arising within the jurisdiction of the Religious Courts. This study is a normative legal study employing a conceptual approach and a statutory approach. Legal materials were obtained through a literature review and analysed qualitatively using a descriptive-analytical method. The results of the study indicate that Islamic philanthropy encompasses not only the instruments of zakat, infak, sedekah, and waqf, but also various family law instruments such as child maintenance, spousal maintenance, mut’ah, iddah maintenance, gifts, and wills. Based on these findings, Islamic philanthropy can be constructed into two dimensions: social philanthropy and family philanthropy. This framework implies an expansion of the scope of disputes concerning Islamic philanthropy falling within the jurisdiction of the Religious Courts, extending beyond zakat and waqf to include disputes arising from the implementation of maintenance, mut’ah, iddah maintenance, gifts, and wills. This research contributes to broadening the perspective of Islamic philanthropy studies and clarifies the position of the Religious Courts in resolving disputes arising from the practice of Islamic philanthropy.

Reconstructing Contemporary Islamic Thought to Address the Moral Crisis of the Digital Generation

2026-07-06T00:17:53+00:00

The development of digital technology has changed the patterns of social interaction, access to information, and the construction of values among the younger generation. While digitalization opens up opportunities for the development of knowledge and creativity, it also raises various moral problems, such as a decline in communication ethics, increased individualism, the spread of disinformation, and the weakening of the internalization of religious values. This article aims to analyze the relevance of contemporary Islamic thought in responding to the moral crisis of the digital generation through an adaptive approach to technological developments without neglecting Islamic ethical principles. This research uses a descriptive-analytical literature study method, analyzing various literature discussing contemporary Islamic thought, morality, and digital transformation. The results of the study indicate that contemporary Islamic thought offers an integrative paradigm that connects the strengthening of morals, critical digital literacy, religious moderation, and the development of spirituality as the foundation for character formation. Technology is viewed not as a threat to Islamic values, but as a strategic instrument that needs to be guided through ethical awareness and social responsibility. Thus, the moral reconstruction of the digital generation requires a synergy between Islamic character education, strengthening digital literacy, and the internalization of universal human values

Hermeneutics of Surah Maryam 22–26: Integrating Qur’anic Exegesis with Midwifery from a Holistic Perspective

2026-09-10T13:55:12+00:00

Maternal and infant mortality rates, alongside the growing trend toward biomedical-oriented midwifery practices, highlight the need for a holistic model of maternal care. The Qur’an, particularly Surah Maryam (19): 22–26, represents the comprehensive experiences of pregnancy, childbirth, and the postpartum period, yet has rarely been studied as a conceptual foundation for Islamic midwifery. This study aims to formulate a conceptual model of Qur’anic-Based Intranatal Care (Qur’anic Midwifery Care) through a hermeneutic analysis of Surah Maryam (19): 22–26. Employing a literature review with Abdullah Saeed’s contextual hermeneutics and Ian G. Barbour’s integration approach, primary exegetical works were analyzed alongside contemporary midwifery literature. The results indicate that Surah Maryam, verses 22–26, contain principles of maternal care that are holistic in nature. These principles are elaborated in the five main dimensions of Qur’anic Midwifery Care: meeting physical needs, providing psychological support, ensuring proper nutrition, fostering spiritual well-being, and respecting the dignity of the mother as the central figure in the processes of pregnancy, childbirth, and the postpartum period. These five dimensions are strongly aligned with the principles of woman-centered care, respectful maternity care, and evidence-based midwifery. This study contributes by proposing the concept of Qur’anic Midwifery Care as a conceptual model for midwifery services that integrates the values of the Qur’an with modern, evidence-based midwifery practices. This model is expected to serve as the foundation for the development of Islamic maternal care that is more holistic, humanistic, and contextual.

Multimodal Practices in Tahfizh Al-Qur’an Learning at SMP Islam Ar-Rahmah: An Analysis within the VARK Framework

2026-07-06T00:29:20+00:00

The tahfizh program in formal schools has evolved into a learning process involving multiple methods. However, analysis of how these methods work from the perspective of students’ learning modalities is still very limited. This study aims to describe the implementation of multimodal-based Qur’anic memorization learning at SMP Islam Ar-Rahmah, Semarang Regency, within the VARK framework. This study uses a descriptive qualitative approach with purposively selected research subjects, including the principal, teachers who are also tahfizh coordinators, and students. Data were collected through observation, semi-structured interviews, and document reviews, then analyzed using qualitative content analysis. The results show that the tahfizh program at SMP Islam Ar-Rahmah naturally reflects three VARK modalities simultaneously: the aural modality through three layers of murajaah involving all subject teachers at each lesson change; the kinesthetic modality through a consistent recitation system at each formally documented meeting; and the read/write modality through the activity of writing verses before recitation which functions as a self-correction mechanism. These three modalities operate in a mutually reinforcing cyclical flow. These findings demonstrate that multimodal learning can develop organically within formal school memorization programs without a curriculum design that explicitly refers to VARK theory. They suggest thatawareness of learning modalities can serve as a foundation for designing and evaluating tahfizh program more effectively.

Taṣarruf of Tirkah Involving Mahjūr ‘alaih: Iżn in Fiqh and Indonesian Islamic Family Law

2026-09-10T13:54:17+00:00

This study examines the normative tension between the prohibition on taṣarruf of a tirkah containing the rights of mahjūr ‘alaih heirs in classical fiqh and the authority of a guardian over a child’s property under Indonesian positive law. In classical fiqh, the status of mahjūr‘alaih results in the loss of ahliyyah al-adā’, so that any iżn granted by such a party is not considered valid, consequently, taṣarruf of a tirkah classified as al-māl al-musyā’ is prohibited even if other legally competent heirs have given their consent. Conversely, the Compilation of Islamic Law, through Articles 106 and 110, actually grants the guardian active authority to manage and develop the assets of the child under his or her guardianship. This study is a normative research employing conceptual, statutory, and comparative approaches, utilizing primary legal sources such as cross-school fiqh texts, the Compilation of Islamic Law, the Marriage Law, and the Child Protection Law. Analysis through the framework of maqāṣid al-sharī‘ah indicates that the absolute application of the prohibition on taṣarruf regarding productive assets may result in mafsadat in the form of a depreciation in asset value, which contradicts the principle of ḥifẓ al-māl. This study offers a conceptual reconstruction in the form of a distinction between taṣarruf istihlākī, which remains prohibited, and taṣarruf iṣlāḥī, which is justifiable when carried out by a guardian possessing valid wilāyah under adequate supervision.

Customary Payments and the Recognition of “Anak Jantan” and “Anak Betino” in Koto Petai, Kerinci: An Empirical Analysis of Maslahah Mursalah

2026-10-19T12:38:11+00:00

This study examines the determination of “anak jantan” and “anak betino” status through customary payments within the context of marriage in the community of Koto Petai Village, Kerinci Regency. The research aims to analyze the mechanisms for establishing this status, its legal implications, and its benefits through the lens of the Islamic legal principle of maslahah mursalah. Employing an empirical legal research method with a sociology-of-law approach, data were gathered through interviews with customary leaders, village officials, and community members, and subsequently analyzed qualitatively in relation to the research focus and the theory of maslahah mursalah. The findings indicate that: (1) the determination of status is achieved by fulfilling customary requirements, carrying out the pno by the sepengkalan, and obtaining formal recognition from the Ninik Mamak; (2) this status grants the couple a recognized position within the wife’s kinship group kelebu, enables their participation in customary and social life, and entails an obligation to adhere to customary regulations; and (3) the practice serves the public interest maslahah by providing clarity regarding a couple’s standing, ensuring orderly kinship relations, and sustaining customary institutions. This study clarifies the interplay between customary payments, the recognition of social status, and the promotion of public welfare within the customary marriage practices of the Kerinci community.

Implementation Model For Islamic Religious Education using a “Moving Class” system to enhance student Motivation and Academic Achievement at SMP IT Sahabat Alam

2026-10-23T08:09:40+00:00

A "moving class" system is an approach to teaching and learning that introduces a fresh atmosphere into the educational process. This system is characterized by student mobility, where students move between different classrooms according to a predetermined subject schedule. The moving class concept centers on the student, providing a dynamic environment tailored to the specific subject being studied. Such an approach plays a significant role in educational development, contributing to efforts to improve the quality of human life. Research findings indicate that SMP IT Sahabat Alam does not currently implement a "moving class" system which would require a dedicated classroom for each individual subject. Instead, the school employs a unique pedagogical approach centered on nature, with learning activities adapted to the specific subject matter. Furthermore, SMP IT Sahabat Alam incorporates various Islamic religious education activities such as Quranic studies, "Quran Nights," and “Tadabur Alam” (nature-based reflection) all of which are integrated into their Islamic religious education curriculum and take place outside of the standard classroom setting and regular school hours.