No abstract

Purpose of this study was to determine relationship of al-Quran and al-Sunnah with the rules offqh al-’ādatu muhakkamah and applicability in Islamic Religious Education (PAI) in Public HigherEducation (PTU), with no “scrape” exhausted culture or on the contrary, so intertwined harmonybetween Muslims and adherents of culture in society.Method used in study is content analysis, which is used to understand the rules of Arabic in verses ofthe Koran and Hadith of the Prophet of Islam and culture. In addition, also used discourse analysis,which is to connect the to the context as meaning implied relating to circumstances at time of verses ofKoran and Hadith of Prophet lowered.Results obtained from study of literature, that Islam gives the option to mankind to determine otheroptions, recognize and protect the right to life adherents of a different culture, and Islam is a universalreligion that has characteristics of al-wāqi’iyah (realistic), and can cooperate in preventing damage andbuild community.Keywords: Islamic religion and culture, al-’ādathu muhakkamah, Islamic Religious Education.

The balance of technological developments in education must be carried out through digital competence. Digital competence is the ability to take advantage of digital technology to contribute more efficiently to work. The increase in the intensity of technology use during the pandemic cannot be generalized that teachers master learning technology. Digital competence has a broad study, not just technical. This study aims to diagnose the digital competence of PAI teachers after the pandemic. The DigiComp framework was adopted in this study to measure digital competence. The research design uses a quantitative approach, survey is applied as a research method. The research sample was PAI teachers throughout the city of Cirebon at various levels of education. The data were analyzed descriptively quantitatively. The results of the teacher's digital competence research cannot be said to meet. From the measured digital competence aspect, it was found that the percentage score was lacking, namely the security aspect and digital content creation. Increasing digital competence through regular training and guidance needs to be implemented.

Baqarah [2]: 1-20 as a whole until it becomes the original interpretation of researcher. The research findings show, al-Fātihah [1]: 1-6 contains the meaning of monotheism relating to the themes (1) prayer and infāq; (2) social interaction between believers, disbelievers and hypocrites; (3) science; (4) education and learning outcomes; (5) propaganda; ( 6) human ethics and ability to subdue nature; (7) the benefits of al-Quran for believers; and (8) dzikr. The relevance to the meaning of ijmāl al-Fātihah [1]: 6-7 with al-Baqarah [2]: 1-20 in formulating educational interpretations is related to the believers who empower their fitrah and reason until they are on the straight path. As for the disbelievers and the hypocrites who are angered by Allah and are heretical because they do not empower their fitrah and reason in understanding ayah qawliyah and ayah kawniyah.

Penelitian ini mendeskripsikan filsafat bahasa dalam tafsir surat al-Fatihah dan relevansinya terhadap konsep pendidikan Islam berbasis tazkiyat al-nafs. Penelitian ini menginvestigasi problem tafsir surat al-Fatihah dalam tafisr Rabbil ‘ālamīn, hingga menarik simpulan yang berbeda dengan tafsir sebelumnya. Penelitian ini berpijak kepada research problem, bagaimana metodologi tafsir surat al-Fatihah yang relevan dengan Rabbil ‘ālamīn sebagai ruh pendidikan. Metode yang digunakan dalam penelitian ini adalah tafsir kontekstual yang menginvestigasi surat al-Fatihah dan ayat-ayat lain yang dipahami secara mendasar, dan keterkaitannya dengan data penelitian hingga menjadi pendapat pribadi peneliti. Temuan dari penelitian ini, menjelaskan bahwa surat al-Fatihah adalah abstraksi dari kitab-kitab samawi dan kitab al-Quran. Tafsir al-Fatihah yang relevan dengan tafsir Rabbil ‘ālamīn sebagai ruh pendidikan, menunjukkan bahwa pendidikan Islam bersifat terbuka bagi segenap umat manusia. Relevansi tafsir al-Fatihah dengan konsep pendidikan diwakili oleh filsafat pendidikan tentang alam, kehidupan, dan manusia. Adapun tafsir yang relevan dengan komponen pendidikan adalah tujuan pendidikan, subjek pendidikan, materi dan capaian pembelajaran, serta fasilitas pendidikan. Sementara tazkiyat al-nafs dalam konsep pendidikan berhubungan dengan tauhīd asmā wa shifātihi, tauhid rububiyah dan tauhid uluhiyah, dan ihsān.