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Fauzah Nur 'Aini
Institut Islam Mamba'ul 'Ulum Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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KONSEP PENDIDIKAN ANAK USIA DINI (PAUD) PERSPEKTIF AL-QUR’AN DAN HADITS Fauzah Nur 'Aini; Sriyono Fauzi
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 3 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/mgvwsm18

Abstract

Early Childhood Education (PAUD) is a crucial foundation for shaping children’s intellectual, spiritual, emotional, and moral development. Islam places significant emphasis on children’s education from an early age, as outlined in the teachings of the Qur’an and the hadith. This article aims to analyze the concept of ECE from the perspective of the Qur’an and hadith, including the stages of child development, educational programs, learning methods and approaches, as well as its importance in the future development of education. This study employs a literature review method, utilizing data sources consisting of the Qur’an, hadith, books, and relevant scientific journal articles. Data analysis was conducted using a constructive and interpretive approach to the various sources examined. The findings indicate that the concept of ECE in Islam begins from the prenatal phase through childhood through the instillation of faith, the cultivation of worship, the development of character, compassion, and exemplary behavior. The Qur’an and hadith also provide guidelines regarding educational methods such as uswah hasanah, habit formation, storytelling, targhib wa tarhib, and a holistic approach to child development. Furthermore, early childhood education in Islam holds high urgency as the foundation for character formation and a civilizational investment in fostering a generation that is faithful, morally upright, and knowledgeable.
KURIKULUM PENDIDIKAN DALAM PERSPEKTIF IBNU TAIMIYAH DAN IBNU QAYYIM Fauzah Nur 'Aini; As'adatun Niswah; Mulyanto Abdullah Khoir
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 3 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/djsvs345

Abstract

This article examines the concept of educational curriculum from the perspectives of two great medieval Islamic scholars, namely Ibn Taymiyyah (661-728 H/1263-1328 CE) and Ibn Qayyim al-Jauziyyah (691-751 H/1292-1350 CE). Both figures possessed comprehensive and systematic views on Islamic educational curriculum rooted in the Qur’an and the Prophetic Sunnah. This study employs library research methodology with historical-philosophical and comparative approaches. The findings reveal that Ibn Taymiyyah viewed the educational curriculum as necessarily grounded in shar’i sciences as its primary foundation, placing knowledge of Allah (ma’rifatullah) at the apex of the knowledge hierarchy, with greater emphasis on the shar’i-fiqhi dimension at the institutional level. Meanwhile, Ibn Qayyim further developed his teacher’s thought by placing stronger emphasis on the psychological, spiritual, and integrative dimensions of learning, and offering an elaborate account of gradual child education according to developmental stages. A fundamental difference between the two lies in orientation: Ibn Taymiyyah focused more on curriculum reform at the social-institutional level, while Ibn Qayyim delved more deeply into the process of value internalization at the individual and family levels. Both scholars agreed that the primary objective of Islamic educational curriculum is the formation of individuals who are firmly grounded in tawhid, possess noble character, and are capable of fulfilling their trust as vicegerents on earth. The relevance of both scholars’ thought to contemporary Islamic education is highly significant, particularly within the framework of knowledge integration, character education, and holistic Islamic curriculum reform.
PERAN GURU TAHFIDZ DALAM MENGUATKAN HAFALAN SANTRI DI PONDOK PESANTREN DARUSY SYAHADAH UNIT KULLIYATUL MU’ALLIMAT LITTAHFIDZIL (KMT) QUR’AN BOYOLALI Fauzah Nur 'Aini; Hidayatul Chasanah; Muhammad Isa Anshory
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 4 No. 3 (2026): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/g37xs113

Abstract

Memorization of the Qur'an at Pondok Pesantren Darusy Syahadah, Unit Kulliyatul Mu’allimat Littahfidzil Qur’an Boyolali. This study employed a qualitative descriptive approach, with data collected through in-depth interviews, observation, and documentation. Research subjects included the unit head, tahfidz teachers (muhafidzah), and students (santri). The results indicate that tahfidz teachers serve as guides, motivators, evaluators, and monitors of students’ memorization progress. The tahfidz program is carried out in a structured manner through three daily halaqah sessions, group and individual muraja'ah, and periodic evaluations through MHQ (Musabaqah Hifdzil Qur’an) and tasmi’. Memorization reinforcement strategies include intensive repetition, use of mutaba’ah books, Ramadan tahfidz quarantine, and motivational programs such as Farhah bil Qur’an and takrim muthalibat. The main obstacle encountered is the lack of discipline among some students in conducting ziyadah and muraja’ah. Student success in memorization is measured not only by the quantity of verses memorized, but also by the ability to maintain consistency.
Co-Authors As'adatun Niswah Hidayatul Chasanah Muhammad Isa Anshory Mulyanto Abdullah Khoir Sriyono Fauzi