Sebanyak 1617 item atau buku ditemukan

Hadis Nabi untuk MUI Sampang dan Jatim

Dinamika Syi‘ah di Indonesia

Secara keseluruhan, data penelitian membuktikan bahwa semua tudingan/tuduhan terhadap Syi’ah terjadi akibat kesalahpahaman, perbuatan bohong karena kebencian, ketidakpahaman atau kurang membaca tulisan terkait Syi’ah dari sumber-sumber utama yang diakui di kalangan Syi’ah. Sebagian tuduhan juga muncul karena ketidakmampuan membedakan mana ajaran Syi’ah dan mana perilaku sebagian penganut Syi’ah yang tidak merepresentasikan ajaran Syi’ah secara umum (seperti yang dilakukan sekelompok orang yang disebut Syi’ah Takfiri atau Syi’ah Sempalan). Berbagai bentuk framing dalam aktivisme anti-Syi’ah dapat dikelompokkan ke dalam tiga aspek: religius, sosial, dan politik. Inti framing anti-Syi’ah adalah bahwa: pertama, Syi’isme adalah aliran sesat dan menyesatkan; kedua, karena Indonesia dianggap sebagai bumi Sunni, kehadiran Syi’ah menjadi sumber konflik; ketiga, Syi’ah merupakan ancaman terhadap NKRI. Berbagai bentuk framing tersebut TIDAK terbukti dalam realitas di lapangan. Hasil penelitian tersebut mengungkap beberapa temuan yang kemudian dirumuskan menjadi kesimpulan dan rekomendasi hasil penelitian. Temuan lapangan tersebut (sekali lagi) membuktikan tidak benarnya berbagai tuduhan dan membantah berbagai tudingan yang dialamatkan kepada Syi’ah selama ini oleh kalangan anti-Syi’ah. (Resume hasil penelitian Gerakan Syi’ah di Indonesia yang dilaksanakan oleh Puslitbang Kehidupan Keagamaan Badan Litbang dan Diklat Kementerian Agama RI)

Secara keseluruhan, data penelitian membuktikan bahwa semua tudingan/tuduhan terhadap Syi’ah terjadi akibat kesalahpahaman, perbuatan bohong karena kebencian, ketidakpahaman atau kurang membaca tulisan terkait Syi’ah dari sumber-sumber ...

Deradikalisasi Pemahaman Al Quran dan Hadis

"""ajaran agama sejatinya adalah kumpulan dari tata nilai ilahiah yang luhur dan agung. Dalam islam sendiri tata nilai—value systems—dimaksud, tertuang seutuhnya dalam al-Qur’an dan Hadis yang memuat pesan-pesan profetik yang diturunkan oleh Tuhan Pencipta alam semesta kepada mahluk-Nya untuk kebaikan dan kemaslahatan seluruh umat manusia, baik di dunia maupun di akhirat. Penerapan tata nilai luhur dari ajaran agama, memberikan peran yang sangat besar dalam pembangunan akhlak mulia dan peradaban umat manusia yang agung. Sayangnya jika mengamati aktivitas keagamaan umat muslim kontemporer kahir-akhir ini, terdapat kecenderungan dalam memahami al-Qur’an dan hadis hanya secara tekstual dan terkesan rigid. meskipun pemahaman secara tekstual dan literal terkadang tidak dapat dielakkan, namun model pemahaman tekstual dan literal pada gilirannya dapat melahirkan perilaku yang terkesan anarkis, tidak toleran, dan cenderung destruktif. Oleh karena itu, menjadi kewajiban bagi kita semua, untuk terus memberikan pencerahan, pendekatan, dan pendidikan bagi sesama warga bangsa terhadap pemahaman yang paling hakiki dari ajaran agama—al-Qur’an dan hadis—khususnya. sebab, tidak ada satupun agama yang mengajarkan kekerasan apalagi terorisme bagi para penganutnya. Tidak ada satu pun agama yang membolehkan radikalisasi pemahaman agama. sebagaimana juga telah ditegaskan dalam kongres umat islam indonesia, bahwa tindakan kekerasan dapat muncul di kalangan umat agama apa saja, atau kelompok bangsa dan ras mana saja. Buku ini memberikan panduan khusus di dalam memahami sejumlah ayat al-Qur’an dan hadis yang sering diangkat oleh orang-orang yang bermaksud tidak obyektif terhadap islam, seperti penjelasan asbaab nuzulil ayah dan asbaab wurudil hadis, serta kaidah-kaidah usul. Buku ini juga memberikan uraian dan analisis semantik dan kaidah-kaidah linguistik untuk menjelaskan sejumlah ayat dan hadis yang sering disalahpahami orang. semoga buku ini bisa memberikan jawaban terhadap berbagai kekeliruan dan kesalahpahaman banyak orang, baik muslim sendiri maupun non-muslim."""

The third isfreedomfrom want which, translated into world terms, means economic understandings which will secure to every nation a healthypeacetime lifefor its inhabitant-everywhere in the world. Thefourth isfreedom from fear–which, ...

Hadis Qudsi Pilihan

Panduan untuk Memahami Maknanya dan Menyempurnakan Ibadah Lengkap dengan Penjelasan Hadis

Di antara hadis-hadis Nabi Muhammad Saw. Terdapat hadis yang lafaz dan maknanya datang dari Allah. Tetapi lafaz tersebut tidak termasuk ayat Al-Qur’an. Itulah hadis qudsi. Hadis qudsi tidak dikenai hukum-hukum yang terkait dengan Al-Qur’an. Oleh karena itu, hadis qudsi tidak boleh digunakan sebagai pengganti Al-Qur’an yang dibaca saat shalat. Kita juga juga tidak disyaratkan harus dalam keadaan suci terlebih dahulu ketika membaca hadis qudsi. Biasanya sebelum menyebutkan lafaz hadis qudsi, Rasulullah Saw. akan mendahuluinya dengan mengatakan “Allah berkata”. Buku hadis qudsi ini merupakan karya ulama terkemua Al-Azhar yang digelari sebagai imam para dai. Buku ini menuntun kita untuk memahami kewajiban manusia sebagai Allah. Buku ini mampu membimbing kita untuk mempertebal keimanan, mencapai puncak ketakwaan, dan memantaskan diri agar termasuk golongan para kekasih Allah. Tiada tempat yang pantas bagi para kekasih Allah, kecuali surga abadi yang di dalamnya terdapat banyak istana, taman, buah-buahan, hidangan, sungai susu, sungai madu, bahkan sungai khamar. Semua penduduk surga bebas menikmati semua hal itu. Namun kenikmatan tersebut tidaklah seberapa dibandingkan dengan puncak kenikmatan di surga, yakni kenikmatan melihat langsung Zat Allah Swt. Semoga kita termasuk golongan yang yang mendapatkan kenikmatan tersebut. Amiin.

Di antara hadis-hadis Nabi Muhammad Saw.

Metodologi studi Islam : suatu kajian integratif

The Prevalence of Pornography and its Effects on Muslim Students. How can Islamic Education handle this Topic?

Master's Thesis from the year 2019 in the subject Theology - Islamic theology, grade: 65, Newman University, course: Islamic Education, language: English, abstract: The purpose of this study was to explore the prevalence of pornography, its effect on Muslim students, and how this can be dealt with accordingly. The mix-methods research (interview: case study and survey: numerical data) shows that both male and female view pornography regardless being aware of the prohibitions, resulting Muslims to likely engage in maladaptive behaviours such as pornography that slowly affects their spirituality, religiosity, and wellbeing. The study, therefore, suggests alternative awareness curricula and an up-to-date Islamic therapy to support Muslims to overcome the struggles of the contemporary era that welcomes explicit sexual and pornographic practice that is often too tempting to resist. So, dealing with pornography in accordance with today’s context perhaps will diminish the statistical rate of Muslim pornographic consumers. There is great importance in dealing with emerging problems such as pornography, determining its negative impact and its consequences on Muslims in their daily life. Based on this, the research investigates whether the classical texts of Islamic scholarship adequately respond to the emerging questions of the modern society with regards to pornography and whether the institute of Islamic education can more precisely tackle its impact on Muslims. In this regard, the research tries to answer the following direct questions: What are the efforts of Sunni Shari’ah scholars and teachers to make awareness of the negative implications of pornography as articulated in classical and modern Islamic scholarships? What are the implications for Muslims by watching pornography? The classical scholarship (Qur’an and Hadith) offers an opportunity to speak about sex-related topics. Whereas in the contemporary era, modern Islamic scholarships (fatwas) mostly contain copied information from classical texts based on limited solutions. Shari’ah scholars and Muslim teachers use fatwas to tackle porn addiction whilst not being productive in spreading awareness of pornography that could fit within the Islamic educational studies. Failure in providing solid Islamic pornographic rehabilitations and disfavouring to speak openly on pornography does not stop the prevalence within Muslim communities.

Based on this, the research investigates whether the classical texts of Islamic scholarship adequately respond to the emerging questions of the modern society with regards to pornography and whether the institute of Islamic education can ...

Theological Education in Contemporary Africa

Part One addresses 'Theological Foundations.' The five essays in this section deal with the Bible, Theology and Ecumenism. The subjects of theological methods, contextual hermeneutics, and appropriate curriculum are given special attention. Of course even foundational issues cannot be discussed in a vacuum and so each of the essays addresses these foundational subjects in the light of African realities. Part Two deals with 'Contemporary Issues.' It is particularly in this section that the traditional themes in African theology have been somewhat displaced by concerns which are today very pressing indeed. Three essays are devoted to the question of HIV/AIDS. This disease, which has devastated the African continent, demands a theological and practical response from those who claim to follow Jesus Christ. If the churches do not respond to this crisis with energy and determination we should not be surprised if the next generation wonders whether the Gospel has the power which we claim that it has. Two essays address the question of Islam and Muslim-Christian Relations in Africa. The resurgence of Islam in the world today is a concern of many. For those who believe in Jesus, this is a challenge which demands much wisdom and love. How should we respond to our Muslim neighbours? What are appropriate and thoughtful ways to share the love of Christ? Two further essays appear under the title of 'The Marginalized.' This could, of course, be a much large section. Those who suffer from AIDS could be included in this number, and one might have expected to see at least one essay on the place of women. In this volume, however, the 'disabled' and youth are highlighted. Both groups are clearly in need of the attention of the churches, and both groups are clearly misunderstood and neglected. The final section of Part Two contains essays, which focus attention on 'Theological Paedagogy.' All of the other contributions to this volume make suggestions and arguments about curriculum, resources, and issues of concern for theological educators. The causal aim of this book is that these essays may help us to reflect in an intentional way on the implications of contemporary realities for the future of theological education.

Two essays address the question of Islam and Muslim-Christian Relations in Africa. The resurgence of Islam in the world today is a concern of many. For those who believe in Jesus, this is a challenge which demands much wisdom and love.

Education And Economy in The Sunnah

This book presents an exposition of two aspects of the detailed system laid out for mankind in the Sunnah of Allahs last Messenger, blessings and peace of Allah be upon him. Specialists in education and economics will surely be surprised by the extent to which some of todays most difficult problems have already found solutions full of great wisdom in Islam. This book is only one section of a book originally in Arabic, Al-Sunnah: Masdarun lil Ma`rifati wal Hadarah (The Sunnah: a Source of knowledge and Civilization), by sheikh Yusuf al-Qaradawi.

This book presents an exposition of two aspects of the detailed system laid out for mankind in the Sunnah of Allahs last Messenger, blessings and peace of Allah be upon him.

Religious Education and the Challenge of Pluralism

The essays in this volume offer a groundbreaking comparative analysis of religious education, and state policies towards religious education in seven different countries and in the European Union as a whole. They pose a crucial question: can religious education contribute to a shared public sphere and foster solidarity across different ethnic and religious communities? In many traditional societies and even in what are largely secular European societies, our place in creation, the meaning of good and evil, and the definition of the good life, virtue, and moral action, are all primarily addressed in religious terms. It is in fact hard to come to grips with these issues without recourse to religious language, traditions, and frames of reference. Yet, religious languages and identities divide as much as unite, and provide a site of contestation and strife as much as a sense of peace and belonging Not surprisingly, different countries approach religious education in dramatically different ways. Religious Education and the Challenge of Pluralism addresses a pervasive problem: how can religious education provide a framework of meaning, replete with its language of inclusion and community, without at the same time drawing borders and so excluding certain individuals and communities from its terms of collective membership and belonging? The authors offer in-depth analysis of such pluralistic countries as Bulgaria, Israel, Malaysia, and Turkey, as well as Cyprus - a country split along lines of ethno-religious difference. They also examine the connection between religious education and the terms of citizenship in the EU, France, and the USA, illuminating the challenges of educating our citizenry in an age of religious resurgence and global politics.

Assertive secularists from varied backgrounds—judiciary, media, politics, and
academia— supported the military in these policies. The generals and their
civilian allies directly targeted the ImamHatip schools and the Qur'an courses.

Religious Education

GCSE Bitesize revision uses television, the Internet and books to help the reader improve on his or her GCSE grade. This is one in the series of booklets designed to help the reader revise in small sections and practise important examination skills. The resources can be used together or separately.

mic holy books Muslims believe that the Qur'an is the final revelation of Allah. The
Qur'an mentions three other 'revealed' books: □ Tawrah (the Torah) of Musa (
pbuh) (Moses) □ Zabur (the Psalms) of Dawud (pbuh) (David) □ lnjil (the ...