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All Journal Imtiyaz : Jurnal Ilmu Keislaman Dirosah Islamiyah: Jurnal Studi Islam
Mutiara
Institut Agama Islam Al-Hidayah Bogor
Religion Humanities Education Other

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PENDIDIKAN SEPANJANG HAYAT PERSPEKTIF AL-QUR’AN DAN HADIS TARBAWI Mutiara; Rahendra Maya Rahendra Maya; Abdul Jabar Idharudin Abdul Jabar Idharudin
IMTIYAZ: Jurnal Ilmu Keislaman Vol. 10 No. 2 (2026): Juni
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/rejggw48

Abstract

Abstract Lifelong education has not yet been systematically formulated within the Islamic perspective based on the Qur’an and Hadith, and is therefore still narrowly understood as formal education. This study aims to analyze the conceptual construction of lifelong education from the perspective of Qur’anic exegesis (tafsir) and educational (tarbawi) hadith, as well as to explain its relevance for the development of contemporary Islamic education. The research employs a qualitative approach with a library research design. Data were collected through documentation of Qur’anic verses, tarbawi hadith, classical tafsir works, and Islamic education literature, and were analyzed using content analysis techniques through stages of data reduction, categorization, interpretation, and conceptual synthesis. The findings indicate that lifelong education in Islam constitutes an integral theological principle encompassing intellectual, spiritual, moral, and social dimensions. This concept positions learning as a continuous obligation, a means of self-purification, and an instrument of civilizational transformation. Consequently, Islamic education needs to reorient its learning paradigm toward strengthening a culture of lifelong learning through integrative curricula, reflective methods, and the development of literacy ecosystems within families, schools, and society.
Pendidikan Akhlak Perspektif Ibnu Miskawaih Dan Relevansinya Dalam Pendidikan Islam Kontemporer Mutiara; Ali Maulida
Dirosah Islamiyah Vol 1 No 3 (2026): Juli
Publisher : Dirosah Islamiyah: Jurnal Studi Islam

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Abstract

This study aims to examine Ibn Miskawayh’s concept of moral education and its relevance to contemporary Islamic education. The study is motivated by the moral crisis in modern education, reflected in the decline of honesty, responsibility, and social awareness, which highlights the need to strengthen education that balances intellectual, spiritual, and moral dimensions. This research employed a qualitative approach with a library research design. Data were collected from relevant academic literature and analyzed descriptively through content analysis. The findings reveal that, according to Ibn Miskawayh, moral education is the core of education, aiming to shape the human soul toward goodness and happiness. Morality, in his view, can be developed through habituation, supervision, discipline, role modeling, early childhood education, and the strengthening of spiritual values. His thought also emphasizes the balance of reason, anger, and desire as the foundation for forming a virtuous personality. In the context of contemporary Islamic education, Ibn Miskawayh’s ideas remain relevant to character education, the integration of moral values into learning, the development of an Islamic school culture, and the synergy between family and school. This study concludes that Ibn Miskawayh’s thought can serve as a conceptual foundation for developing moral education that is more integrative, contextual, and oriented toward producing individuals who are intellectually capable and morally virtuous.
Pemikiran Pendidikan Ibn Jama'ah Al-Kinani Mutiara; Rahendra Maya
Dirosah Islamiyah Vol 1 No 4 (2026): Oktober
Publisher : Dirosah Islamiyah: Jurnal Studi Islam

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Abstract

This study aims to comprehensively analyze Ibn Jama’ah’s educational thought and its relevance to the context of contemporary Islamic education. This study employs a qualitative approach using library research and a descriptive-analytical method. Data were obtained from Ibn Jama’ah’s works, particularly Tadzkirat al-Sami’ wa al-Mutakallim fi Adab al-‘Alim wa al-Muta’allim, as well as relevant books, journals, and other scholarly literature. The data were analyzed through data reduction, categorization, interpretation, and content analysis. The findings indicate that Ibn Jama’ah’s educational thought is centered on adab as a principle that integrates knowledge and the holistic development of human beings. His educational thought encompasses five interconnected elements: the virtue of knowledge, teachers’ adab, students’ adab, adab toward learning resources, and adab within the educational environment. Knowledge is not merely understood as the acquisition of information but is directed toward the development of moral, spiritual, intellectual, and social dimensions. Teachers are positioned as role models, educators, and mentors, while students are expected to possess proper intentions, perseverance, discipline, and ethical conduct. Learning resources should be used responsibly, while the educational environment plays an important role in shaping culture and character. This thought remains relevant to contemporary education, particularly in strengthening character, academic integrity, digital ethics, and social responsibility. However, its application needs to be contextualized in accordance with dialogical, democratic, inclusive, and critical educational principles as well as technological developments. This study is limited to library research and therefore does not empirically examine the implementation of Ibn Jama’ah’s educational thought in modern educational practices..
Co-Authors Abdul Jabar Idharudin Ali Maulida Rahendra Maya Rahendra Maya Rahendra Maya