Al-Hikmah: International Journal of Islamic Studies
Al-Hikmah: International Journal of Islamic Studies is a peer-reviewed, open-access academic journal that focuses on the study and development of Islamic thought and civilization across disciplines. Published biannually, the journal serves as a platform for scholars, researchers, and practitioners around the world to share ideas, engage in critical discourse, and contribute to the enrichment of Islamic knowledge in a contemporary context. The journal welcomes original research articles, conceptual papers, and review studies that examine Islam from theological, philosophical, sociological, historical, legal, educational, and cultural perspectives. Al-Hikmah is committed to maintaining academic excellence, intellectual integrity, and global relevance in the field of Islamic Studies. Jurnal Title :Al-Hikmah: International Journal of Islamic Studies Initials : AL Hikmah Issues : Twice a year | June and December DOI : Prefix 10.64540 ISSN (electronic) : 3109-9688 ISSN (print) : - Editor in Chief : Ubaidila Publisher : Education Research Center Indexing : Garuda, Google Scholar, indexcopernicus, EBSCO
Religious Humanism In Islamic Education: A Comparative Study Of The Thoughts Of Abdurrahman Wahid And Nurcholish Madjid And Its Implications For Multicultural Education In Indonesia
This study aims to analyse the conceptual construction of religious humanism in Islamic education as an integrative paradigm between divine and human values. It is motivated by the epistemological dichotomy between theocentric and anthropocentric approaches in educational praxis, which often results either in a normative-dogmatic orientation lacking social sensitivity or, conversely, in a humanistic approach detached from transcendental foundations. Employing a qualitative design based on library research, this study utilises a descriptive-critical analysis of relevant primary and secondary sources. The findings demonstrate that religious humanism in Islamic education affirms the integration of the values of tawhid (divine unity), justice, compassion, and respect for human dignity as beings endowed with an innate disposition (fitrah). This paradigm positions learners as active subjects who possess spiritual, intellectual, and social potential that must be developed holistically. Islamic education grounded in religious humanism is oriented not merely towards the transmission of knowledge, but also towards character transformation and the cultivation of ethical and spiritual consciousness. Thus, religious humanism functions as both a normative and practical framework that remains relevant in addressing the challenges of modernity while preserving the authenticity of Islamic values within the educational system.
Copyright (c) 2026 Muhammad Masyhuri, Jalaluddin Suyuthi Winulyo, Benny Prasetya (Author) https://creativecommons.org/licenses/by/4.0
Integration Of Epistemology And Axiology In Islamic Education In The Qur’an: A Thematic Study Of Qs. Al-‘Alaq And Qs. Luqman
This study examines QS Al-‘Alaq (1–5) and QS Luqmān (12–19) to formulate the objectives of Islamic education, reinforced by the perspectives of al-Ghazālī, Ibn Sīnā, Ibn Khaldūn, and Ibn Miskawaih. Using library research and thematic analysis of Qur’anic verses, classical works, and recent studies, it identifies epistemological and axiological foundations of Islamic education. QS Al-‘Alaq establishes an epistemological basis through the command iqra’, affirming Allah as the ultimate source of knowledge and encouraging intellectual and literacy development. QS Luqmān provides an axiological framework emphasizing wisdom, moral character, social responsibility, and ethical guidance. Classical scholars further strengthen this integration: al-Ghazālī stresses purification of the soul and unity of knowledge and action; Ibn Sīnā highlights holistic human development; Ibn Khaldūn underscores social formation; and Ibn Miskawaih focuses on moral training. The study concludes that Islamic education must adopt an integrative approach uniting spiritual, intellectual, moral, and social dimensions to form faithful, knowledgeable, and virtuous individuals.
Copyright (c) 2026 Siti Nurhayati, Weny Alpina, Rizka Putri Susilo Ningrum, Benny Prasetiya (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Regular Congregational Prayer Practices on the Religious Attitudes of Students at SD Muhammadiyah 29 Surabaya.
The formation of religious attitudes in elementary school ged children is a foundational aspect of personality development, cultivated through the habituation of regular worship practices within the school environment. This study aims to analyse the effect and the magnitude of the contribution of congregational prayer habits to the religious attitudes of students at SD Muhammadiyah 29 Surabaya. The research employed a quantitative associative causal approach with a population of 50 fifth and sixth-grade students. Data were collected using closed-ended questionnaires that had been tested for validity and reliability, and subsequently analysed using simple linear regression through SPSS version 26. The results indicate that congregational prayer habits have a positive and significant effect on students’ religious attitudes, with a significance value of 0.000 (< 0.05). The coefficient of determination (R²) of 0.639 shows that congregational prayer habits contribute 63.9% to students’ religious attitudes, while the remaining percentage is influenced by other factors outside the scope of this study. These findings confirm that the consistent implementation of congregational prayer within the school environment is an effective strategy for fostering and strengthening the religious attitudes of elementary school students
Copyright (c) 2026 Aishah Ayu Addawiyah, Khodijah Irbatur Robbaniyyah, Nur Alfiyah, Benny Prasetiya (Author) https://creativecommons.org/licenses/by/4.0
Islam Berkemajuan: A Synthesis of Islamic Values and Civilizational Progress
Islam Berkemajuan is a distinctive paradigm developed by Muhammadiyah, referring to progressive and civilizational Islam that integrates Islamic normative values with modern societal demands. This study analyzes Islam Berkemajuan within the Al-Islam and Kemuhammadiyahan perspective, examining how Islamic values synthesize with civilizational progress in Muhammadiyah thought. Employing a qualitative library research approach, this study examines authoritative sources including Al-Islam and Kemuhammadiyahan literature, official Risalah Islam Berkemajuan, Muhammadiyah congress documents, and relevant scholarly works. Data were analyzed using descriptive-analytical techniques to identify key concepts and theoretical linkages. Findings reveal that Islam Berkemajuan represents an integrative paradigm uniting theological principles tauhid, justice, and humanity with rationality, scientific development, and social transformation. This synthesis operates through tajdid, functioning as both doctrinal purification and continuous renewal across social, educational, and cultural domains. The study's novelty lies in positioning Islam Berkemajuan explicitly as civilizational synthesis within Al-Islam and Kemuhammadiyahan framework, transcending mere normative rhetoric. The conclusion establishes Islam Berkemajuan as a relevant, dynamic framework for understanding Islam as both ethical guidance and civilizational progress, contributing significantly to Al-Islam and Kemuhammadiyahan studies development.
Islam Berkemajuan Al-Islam and Kemuhammadiyahan Muhammadiyah Islamic Civilization Tajdid
Copyright (c) 2026 Athar Abdullatif Husain, Bagus Jamroji, Roni Nuryusmansyah , Addinul Subhan (Author) https://creativecommons.org/licenses/by/4.0
The Integration Of Reason And Revelation In Islamic Educational Philosophy As The Epistemological Foundation Of Islamic Education
This study aims to examine the integration of reason and revelation in Islamic educational philosophy as the epistemological foundation of Islamic education. This inquiry is motivated by the tendency of modern education to separate rationality from transcendental values, a condition that potentially leads to moral and spiritual crises. This research employs a qualitative approach using a library research design. The data are derived from primary and secondary sources, including the Qur’an, hadith, as well as classical and contemporary works relevant to Islamic educational philosophy. Data analysis is conducted through descriptive-analytical and interpretative methods. The findings indicate that reason and revelation in Islam maintain an integrative and complementary relationship. Reason functions as a rational instrument for understanding and developing knowledge, while revelation serves as a source of normative truth that guides and regulates the operation of reason. The integration of reason and revelation rejects the dichotomy between religious and secular sciences and affirms that all knowledge ultimately originates from Allah SWT. This study concludes that the integration of reason and revelation constitutes an essential epistemological foundation in Islamic education for the formation of insān kāmil, characterised by a balanced development of intellectual, spiritual, and moral dimensions.
Copyright (c) 2026 Siti Nurhayati , Weny Alpina , Rizka Putri Susilo Ningrum , Khoiriyah (Author) https://creativecommons.org/licenses/by/4.0
The Internalisation of the Spiritual Values of Surah Al-Fātiḥah in Islamic Character Education: A Tafsīr Study and Conceptual Analysis.
Contemporary education is increasingly dominated by instrumental rationality that prioritizes cognitive performance, efficiency, and competitiveness, often marginalizing learners’ moral and spiritual development. Within Islamic education, this tendency generates epistemological and ethical challenges manifested in value disorientation, weakened moral integrity, and fragile character formation. This study aims to formulate a conceptual model for the internalization of the spiritual values of Surah Al-Fatihah as the foundation of Islamic character education. Employing a qualitative library-based approach with a conceptual-analytical orientation, the study draws on authoritative classical Qur’anic exegesis as primary sources and contemporary Islamic educational literature as supporting references. Data are analyzed through systematic content analysis encompassing descriptive, interpretative, and applicative-synthetic stages, guided by the double movement approach to ensure contextual relevance while preserving normative substance. The findings reveal that Surah Al-Fatihah embodies a fundamental, hierarchical, and integrative structure of spiritual values, including tawhid, ‘ubudiyyah, rahmah, gratitude, guidance, and eschatological accountability. These values are mapped into three interrelated dimensions of Islamic character education spiritual orientation (ta’alluq billah), moral disposition (akhlaqiyyah), and social responsibility (insaniyyah) and synthesized into a conceptual model linking educational aims, learning content, pedagogical strategies, institutional culture, and character assessment. Overall, the study positions Surah Al-Fatihah as an epistemological and pedagogical foundation for ta’dib-oriented Islamic character education in addressing contemporary moral and spiritual challenges.
Copyright (c) 2026 Kholil, Lc. (Author) https://creativecommons.org/licenses/by/4.0
The Philosophy of Islamic Education in Strengthening Character Education in the Digital Era: A Case Study of MA Al Umm Malang
This study aims to examine how Islamic educational philosophy is constructed and implemented in strengthening students’ character education in the digital era, as well as to formulate a conceptual model of character development grounded in Islamic values through a case study at MA Al Umm Malang. Addressing contemporary challenges such as ethical disorientation, value fragmentation, and declining self-regulation due to rapid digitalisation, this research employs a qualitative approach with an interpretive case study design. Data were collected through in-depth interviews, participant observation, and document analysis, and analysed thematically within the framework of Islamic educational philosophy. The findings indicate that character education at MA Al Umm Malang is rooted in a tauhidic, holistic, and adab-oriented philosophy, in which sound Islamic creed, noble character, and moral exemplarity serve as foundational elements. These values are operationalised through an integrated educational system, continuous mentoring, and value internalisation embedded in the 24-hour pesantren environment. Furthermore, this study formulates a conceptual model consisting of five interrelated components: a tauhidic value foundation, a holistic educational system, role modelling, sustained mentoring and evaluation, and epistemic reinforcement as a filter for digital ethics. The study concludes that effective character education in the digital era requires a strong Islamic philosophical foundation and coherent institutional implementation.
Copyright (c) 2025 kholil kholil (Author) https://creativecommons.org/licenses/by/4.0
Majaz in Mutasybihat Verses from the Perspective of Salaf and Khalaf Ulama
This article examnes majaz in mutasyabihat verses in the Qur’an. There ara difference between the salaf and khalaf scholars regarding the issue of majaz. According to the salaf scholars, they rejected majaz in the Qur’an and left the meaning of mutasyabih verse to Allah to avoid tasybih or similarity. Meanwhile, the later scholars accepted majaz in the Qur’an so that these verses were not understood literally through interpretation. The research method used in writing this article is a qualitative method with a library approach and uses descriptive analysis of the verses of the Qur’an that contain majaz. The mutasyabihat verses include verses about the attributes of Allah and the muqataa’ah letters. The salaf scholars belived and trusted the mutasyabihat verses and left their true meaning to Allah, so that their meaning would be tanzih ( purification) and not cause tasybih (likening). Meanwhile, later scholars intrted the mutasyabihat verses so that they could be easily understood by the mind and did not cause misunderstanding. The majority of scholars from the firs to third centuries, namely the salaf, interpreted these letters as meaning that only Alah knows. Later, many scholar tried to interpret them as the names of surahs, or as a way for Allah to attract the attention of listeners.
Copyright (c) 2025 Al-Hikmah: International Journal of Islamic Studies https://creativecommons.org/licenses/by/4.0
The Actualisation of Muhammad Iqbal’s Islamic Educational Philosophy in the Context of Modern Education
This research discusses Muhammad Iqbal’s Islamic educational philosophy and its relevance in the context of modern education. This study is motivated by concerns about the current direction of education, which tends to become trapped in materialistic and instrumental orientations, thereby neglecting the moral and spiritual dimensions of the human being. Using a qualitative approach with a library research method, this study examines Iqbal’s major works such as The Reconstruction of Religious Thought in Islam, Asrar-i-Khudi, and Rumuz-i-BeKhudi, as well as various secondary sources that explore the influence and actualisation of his ideas in the field of education. The findings indicate that Iqbal’s philosophy of education is rooted in the concept of Khudi, namely human self-awareness as a being endowed with creative and spiritual potential to realise divine values in life. According to Iqbal, education must be a process of shaping individuals who are dynamic, independent, and responsible towards themselves and society. He rejects educational models that blunt creativity and focus solely on memorisation, as such approaches distance human beings from their true nature as free and creative beings. In the context of modern education, Iqbal’s ideas are relevant as a foundation for reforming the Islamic education system towards a balance between reason and faith, freedom of thought and moral responsibility, as well as intellectual advancement integrated with spiritual depth. This research emphasises that the actualisation of Iqbal’s thought in modern education can serve as a philosophical basis for developing an educational paradigm that is humanistic, transcendental, and contextual to contemporary challenges. By integrating spiritual values and rationality, Islamic education has the potential to produce individuals who are not only intellectually capable but also possess strong character, faith, and ethical awareness.
Copyright (c) 2025 Ansorul Alim, Amri Saputra, Mahmud Arif (Author) https://creativecommons.org/licenses/by/4.0
From the Profane to the Sacred: The Healing of Mental Disorders through Inabah Based Practices at Pondok Tetirah Zikir in the Perspective of Mircea Eliade
This study examines the spiritual healing system of Pondok Tetirah Dzikir in Yogyakarta, which employs the Inabah method and the dhikr practices of the Qadiriyah Naqsyabandiyah Order to address mental disorders. Using a qualitative approach that integrates phenomenology and religious ethnography, the research explores how guided residents (santri bina) undergo a process of existential recovery through structured rituals such as dhikr, Qur’anic recitation, repentance bathing, and other practices of tazkiyatun nafs. Analysed through Mircea Eliade’s framework of the Sacred and the Profane, the findings reveal that the institution constructs a sacred space and time that facilitates a transition from chaotic profane existence towards a spiritually oriented sacred order. The healing process is shown not merely as a psychological improvement but as a profound religious transformation that restores meaning, spiritual awareness, and harmony in the lives of the residents. This study demonstrates that spiritual-based rehabilitation, grounded in Sufi teachings, holds significant potential in addressing mental health crises in contemporary society.
Copyright (c) 2025 Jumilah Jumilah (Author) https://creativecommons.org/licenses/by/4.0
Hierarchy of Meaning in Interpretation:Sharia, Customary, and Linguistic Meanings in the Digital Literacy Era
This study aims to analyze the hierarchy of meaning in the interpratation of the Qur’an, focusing on the relationship between syar’i meaning (legal/religious), ‘urf meaning (customary), and linguistic meaning in the context of digital literacy. The research method used is a qualitative literature review with a descriptive-analytical approach. Data were collected from primary and secondary sources, including classical and contemporary books as well as acrredited sinta journals. The resultsshow that there is a dynamic hierarchy between these three meanings, where syar’i meaning serves as the primary foundation, while ‘urf and linguistic meanings function as contextl mediators in understanding the text. In the digital era, the interaction between these three meanings faces challenges, such the spread of literal interpretations that ignore context and the dominance of popular narratives that are often not based on strong academic foundations. This study concludes that a holistic and contextual approach is eesential in interpreting the Qur’an to maintain the relevance of its teachings amids the rapid flow of digital information
Copyright (c) 2025 Ariesta Nadya Alfadhela, Sutrisno Hadi, Pathur Rahman (Author) https://creativecommons.org/licenses/by/4.0
Rereading Ibn Khaldun’s Asabiyyah as a Critique of the Crisis of Modern Civilisation
This article revisits the concept of asabiyyah in Ibn Khaldun’s thought as a foundation for critiquing the crisis of modern civilisation. In a global context marked by material progress, social fragmentation, and the erosion of solidarity, the idea of asabiyyah offers a moral and social framework relevant to understanding the dynamics of contemporary society. This study employs a qualitative approach using the historical-philosophical hermeneutic method to interpret the text of Al-Muqaddimah and relate it to modern social problems. The analysis reveals that asabiyyah, which originally arose from the Bedouin tribal way of life as a force of solidarity and social loyalty, represents a moral energy that gives birth to civilisation and political power. However, asabiyyah tends to weaken when society becomes immersed in luxury and egoism. In the modern context, this concept can be reread as a call to build a new form of solidarity grounded in values, ethics, and social responsibility. The study concludes that Ibn Khaldun’s thought remains relevant as a critical reflection on the challenges of social disintegration and moral crisis in modern civilisation.
Copyright (c) 2025 Amri Saputra, Dini Cahyati, Shukri Bin Suparti, Mahmud Arif (Author) https://creativecommons.org/licenses/by/4.0
Tor Andrae's Historical-Psychological Reading of theRevelation of Prophet Muhammad: A Study of Mohammed:The Man and His Faith
This study explores the views of the Swedish orientalist Tor Andrae on the concept of revelation experienced by the Prophet Muhammad, as articulated in his work Mohammed: The Man and His Faith. Revelation serves as one of the theological foundations of Islam; however, in Western academic scholarship, it has often been approached through a variety of perspectives. This research seeks to fill a scholarly gap, as Andrae’s perspective on revelation has received relatively little attention compared to that of other scholars. Using a qualitative library research method and a content analysis approach, this study examines Andrae’s arguments and ideas concerning the revelation of the Prophet Muhammad. The findings indicate that Andrae perceives the Prophet’s revelation as an authentic and unexpected mystical experience, arising from the Prophet’s inner anxiety about the Day of Judgment. Nevertheless, Andrae rejects the notion that revelation emerged from a vacuum. He argues that the experience represents a synthesis of pre-existing theological ideas within the Arabian milieu. Thus, Andrae situates the Prophet Muhammad’s revelation not as a purely divine message, but as a complex psychological and historical phenomenon in which the Prophet absorbed and reformulated the non-Orthodox ideas that surrounded him.
Copyright (c) 2025 Muhammad Habib Izzuddin Amin (Author) https://creativecommons.org/licenses/by/4.0
Legal Politics of Corruption Crimes from the Perspective of Islamic Criminal Law as a Restoration of Community Welfare Rights
This article discusses the legal politics of eradicating corruption crimes from the perspective of fiqh jinayat (Islamic criminal jurisprudence) as a means of restoring community welfare rights. Corruption in Indonesia has become a structural phenomenon that not only damages state finances but also undermines social and economic justice. This study employs a library research method with a descriptive-analytical approach, analyzing various sources of positive criminal law and Islamic legal texts. The findings indicate that conventional punitive approaches have proven insufficient in combating corruption, as they often fail to address the root issue of public welfare losses. In Islamic law, corruption is classified as ghulul (embezzlement), risywah (bribery), and betrayal of public trust, and in certain cases may even be categorized as hirabah (grave criminal acts). Sanctions under fiqh jinayat include ta’zir, hudud, and in extreme cases, hirabah punishments, as well as asset confiscation as a tangible effort to recover public losses. The implementation of restorative justice is offered as a strategic alternative to shift from merely retributive justice to a more balanced model that incorporates social justice. Progressive legislation such as the ratification of the Asset Forfeiture Bill is essential to strengthen the state’s commitment in returning rights usurped by corrupt practices. This study recommends harmonizing national law with Islamic legal principles to build a more just, firm, and welfare-oriented legal system
Pisuke In The Marriage Customs Of The Sasak Tribe From The Perspective Of ‘Urf: A Case Study In Terara Village East Lombok
The pisuke tradition represents a distinctive practice in the marriage customs of the Sasak ethnic community in East Lombok. It appears during the nyelabar stage as a form of offering from the groom’s family to the bride’s family. While culturally regarded as a symbol of respect and social responsibility, the practice of pisuke has sparked debate within Islamic law, as it is often perceived as resembling a transactional exchange between the two families. This study aims to describe the form and meaning of pisuke within Sasak society and to examine its legal status based on the theory of ‘urf in uṣūl al-fiqh. The research employs a qualitative approach using a case study method conducted in Terara Village, Terara District, East Lombok Regency. Data were collected through in-depth interviews, field observations, and documentation of local marriage ceremonies. The findings reveal that pisuke constitutes ‘urf fi‘liy (customary practice expressed through actions) and ‘urf ‘amm (a widely accepted communal custom). However, from the perspective of Islamic law, it may be classified as ‘urf ṣaḥīḥ when performed voluntarily as an expression of respect, yet becomes ‘urf fāsid when accompanied by coercion, imposed as a condition of the marriage contract, or financially burdensome to one party. It is concluded that pisuke may be preserved as a cultural tradition provided it does not contradict the principles of al-riḍā (mutual consent), al-‘adl (justice), and the objectives of maqāṣid al-sharī‘ah, namely to uphold fairness, dignity, and the welfare inherent in Islamic marriage.
Pisuke, Marriage Custom, Sasak Tribe, ‘Urf, Uṣūl al-Fiqh
Copyright (c) 2025 Muh Hamdani, Saini (Author) https://creativecommons.org/licenses/by/4.0
The Problematic Nature of Marriage Dispensation from the Perspective of Maqāṣid al-Sharī‘ah
This study examines the problematics of marriage dispensation from the perspective of Islamic law grounded in maqāṣid al-sharī‘ah, as well as Indonesia’s positive law following the enactment of Law No. 16 of 2019, which revised the minimum legal age for marriage. The primary focus of the study lies in a conceptual analysis of marital readiness based on two key indicators: baligh (physical maturity) and rusyd (intellectual and emotional maturity), along with an evaluation of the implementation of marriage dispensation in religious courts within the framework of child protection. The research employs a qualitative method based on library research and adopts a normative-juridical approach that integrates Islamic legal analysis with national legal norms. The findings reveal that under Islamic law, marriage dispensation is justified only under ḍarūrah (emergency) conditions aimed at securing public benefit (maṣlaḥah) and preventing harm (mafsadah), in line with the principles of maqāṣid al-sharī‘ah, particularly the protection of life (ḥifẓ al-nafs), intellect (ḥifẓ al-ʿaql), and lineage (ḥifẓ al-nasl). However, in practice, the assessment of psychological and social readiness of prospective brides and grooms is often inadequate, and the strong influence of patriarchal culture contributes to the frequent misuse of dispensations. This situation reflects a contradiction between the ideal norms of law and the realities of social practice. Therefore, synergy between the values of Islamic law and the national legal system is crucial to ensure comprehensive child protection, achieve substantive justice, and strengthen maqāṣid as an ethical and moral foundation in the enforcement of Islamic family law in Indonesia.
Marriage Dispensation, Maqāṣid al-Sharī‘ah, Islamic Family Law, Child Protection, National Law
Copyright (c) 2025 Hasanudin, Moh. Jeweherul Kalamiah (Author) https://creativecommons.org/licenses/by/4.0
Spiritual Foundations of Islamic Educational Leadership: Revisiting Al-Ghazali, Ibn Taymiyyah, and Syed Naquib al-Attas
This article explores the concept of religiosity in Islamic educational leadership through a comparative analysis of the thought of three prominent scholars: Al-Ghazali, Ibn Taymiyyah, and Syed Muhammad Naquib al-Attas. Employing a library research approach and content analysis method, the study examines how each thinker formulates the relationship between divine values, knowledge, and leadership responsibility within the context of education. The findings reveal a shared emphasis on the necessity of a spiritual foundation in leadership, yet each adopts a different approach: Al-Ghazali foregrounds the spiritual-ethical dimension through tazkiyat al-nafs (purification of the soul); Ibn Taymiyyah underscores a legalistic approach and the principle of amar ma’ruf nahi munkar (enjoining good and forbidding evil); while al-Attas highlights the cosmological and adabic dimension within the framework of the Islamisation of knowledge. The study proposes a conceptual typology of religiosity-based leadership through three distinctive models that have rarely been integrated in previous Islamic leadership literature. These findings have implications for the development of an integrative, contextual, and transformative paradigm of Islamic educational leadership, particularly relevant in addressing the contemporary global crisis of values in education
Religiosity; Islamic Educational Leadership; Al-Ghazali; Ibn Taymiyyah; Syed Naquib al-Attas
Copyright (c) 2025 Benny Prasetiya, Heri Rifhan halili (Author) https://creativecommons.org/licenses/by/4.0
"Parental Role and Participation in Children's Education: A Reconstruction from the Islamic Educational Perspective"
This study aims to reconstruct the role and participation of parents in children's education from the perspective of Islamic education through a literature review approach. The research draws upon a range of primary and secondary sources, including the Qur’an, Hadith, and contemporary scholarly works in the field of Islamic education. The findings indicate that, within Islam, parents are regarded as the primary murabbi (educators), entrusted with instilling the values of tawhid, noble character (akhlaq), and essential life skills from an early age. Parental participation is understood not only in terms of material support but also through emotional, spiritual, and intellectual involvement in the educational process, both at home and in collaboration with formal educational institutions. This reconstruction highlights the importance of effective communication, exemplary behaviour, and the consistent practice of Islamic values in daily life. The study recommends a model of parental involvement grounded in tarbiyah Islamiyah, which is contextually relevant to the challenges of the modern era and capable of nurturing a generation that is knowledgeable, ethical, and positively engaged in society.
Islamic Education, Parental Participation, Child Education, Tarbiyah Islamiyah, Role Reconstruction, Character Education
Copyright (c) 2025 Suyono (Author) https://creativecommons.org/licenses/by/4.0
THE ROLE OF CHARACTER EDUCATION IN STRENGTHENING TOLERANCE ATTITUDES AMONG STUDENTS AT PONDOK PESANTREN NURUL ISLAM PROBOLINGGO
This study aims to explore the pivotal role of character education in fostering tolerance among students (santri) at Pondok Pesantren Nurul Islam, Probolinggo, Indonesia. In the context of globalization marked by rapid social transformations and heightened cultural diversity character education emerges as a critical foundation for shaping individuals capable of embracing and respecting differences. The research examines the specific strategies and pedagogical methods employed by the pesantren to instill tolerance as a core value, and investigates their influence on the moral and social dispositions of the students. Adopting a qualitative research approach, the study employed in-depth interviews with both educators and students, allowing for rich, contextual insights into the lived experience of character formation within the pesantren environment. Findings reveal that Pondok Pesantren Nurul Islam has successfully embedded tolerance into its educational framework through a variety of initiatives, including leadership training, community service projects, and interfaith dialogue forums. These programs transcend mere academic instruction by nurturing ethical awareness, empathy, and constructive social engagement. The integration of such values not only strengthens interpersonal harmony within the pesantren community but also contributes to the broader aim of cultivating a tolerant and cohesive society. This research offers valuable implications for educational institutions seeking to design and implement character education strategies that effectively respond to the challenges of cultural pluralism in the modern era.
Character Education; Tolerance; Islamic Boarding School; Pesantren; Moral Development; Interfaith Dialogue
Copyright (c) 2025 Istifaur Rosidah (Author) https://creativecommons.org/licenses/by/4.0
IMPROVING THE LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION (IRE) ON ZAKAT, HAJJ, AND WAQF TOPICS THROUGH GROUP INVESTIGATION LEARNING METHOD
Group Investigation is recognized as one of the most intellectually demanding and collaborative methods within the cooperative learning paradigm, requiring students to actively engage in planning, investigating, and presenting their findings in a structured yet flexible environment. This study was conducted to examine the effectiveness of the Group Investigation method in enhancing learning outcomes in Islamic Religious Education, specifically on the topics of Zakat, Hajj, and Waqf among Grade 10 students of Science Class 4 at SMAN 1 Menganti. The research employed a Classroom Action Research (CAR) framework, implemented in two iterative cycles to ensure systematic observation, reflection, and refinement of the instructional process. Data were collected through observation, tests, and documentation to capture both cognitive achievement and student engagement. The findings indicate that the application of the Group Investigation method by the Islamic Education teacher successfully fulfilled all procedural stages, including group formation, topic selection, planning of investigations, data collection, analysis, and collaborative presentation of results. This approach not only improved students’ mastery of the subject matter but also fostered active participation, critical thinking, and cooperative skills, reflecting the integrative nature of Islamic education that combines intellectual growth with moral and spiritual development. The results suggest that Group Investigation, when implemented with appropriate scaffolding and teacher guidance, can serve as an effective pedagogical strategy for deepening understanding and enhancing learning outcomes in Islamic Religious Education.
Islamic Religious Education Learning Outcomes, Group Investigation, Classroom Action Research
Copyright (c) 2025 Muhsinin (Author) https://creativecommons.org/licenses/by/4.0
Parenting in the Perspective of Al-Ghazali
Parenting style is a pivotal factor influencing a child’s character, social skills, and emotional development. In contemporary psychological and educational studies, parenting styles are commonly categorized into permissive, democratic, and authoritarian, each exerting distinct impacts on children’s behavior and developmental outcomes. Democratic parenting, characterized by balanced authority and open communication, has been shown to foster independence, social competence, and emotional resilience in children. Conversely, authoritarian parenting often correlates with lower social adaptability and heightened aggressive tendencies. Moreover, early integration of moral and spiritual education significantly contributes to the holistic formation of a child’s character, aligning with perspectives that emphasize the centrality of religious values in parenting. In this regard, Al-Ghazali’s thought offers a profound framework, highlighting the necessity of instilling moral virtues and spiritual discipline from an early age as an integral part of nurturing a righteous and well-balanced individual. This study underscores the intersection of modern parenting theories with classical Islamic thought, providing a comprehensive understanding of how parenting styles, when infused with moral-spiritual guidance, can shape children’s character in a transformative and sustainable manner
Parenting Style, Child Development, Moral Education, Spiritual Education, Al-Ghazali’s Perspective
Copyright (c) 2025 Wardhatus Sa’adah, Andini Afiatus Sholehah (Author) https://creativecommons.org/licenses/by/4.0