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All Journal Islamic Studies in the World Al-hikmah : International Journal of Islamic Studies
Benny Prasetya
Institut Ahmad Dahlan Probolinggo
Religion Humanities Education Environmental Science Other

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The Internalisation of the Spiritual Values of Surah Al-Fātiḥah in Islamic Character Education: A Tafsīr Study and Conceptual Analysis. kholil kholil; Lukman Hakim; Achmad Izzul Hisyam; Handri Hartanto; Benny Prasetya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/10trzc40

Abstract

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.
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 Muhammad Masyhuri; Jalaluddin Suyuthi Winulyo; Benny Prasetya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/bwe5hh57

Abstract

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.
The Concept of Reward and Punishment in Child Education: A Comparative Study between Ibn Sahnun and B.F. Skinner Jadmiko Aji; Fajhri Prima Vandhi; Antony Mahendra; Benny Prasetya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/mwhqb118

Abstract

This study examines the concepts of reward and punishment in child education through a comparative analysis between Muhammad Ibn Sahnun and B.F. Skinner. The study is motivated by the growing crisis of punitive educational practices in contemporary schools, where disciplinary systems are often criticized for being excessively punitive, psychologically harmful, and ineffective in promoting long-term behavioral transformation. Using a qualitative method with a library research approach and a philosophical-comparative perspective, this research analyzes Ibn Sahnun’s Adab al-Mu‘allimin and B.F. Skinner’s Science and Human Behavior as primary sources. The findings reveal that both thinkers acknowledge the importance of behavioral formation through educational intervention; however, they differ fundamentally in their philosophical foundations and educational orientations. Skinner approaches reward and punishment through behavioristic psychology, emphasizing reinforcement, environmental conditioning, and observable behavioral outcomes. In contrast, Ibn Sahnun frames discipline within an ethical-spiritual paradigm aimed at cultivating moral character, religious consciousness, and child welfare. Both perspectives reject arbitrary and excessive punishment, emphasizing corrective and educational discipline instead. Furthermore, this study finds that the integration of Skinner’s behavioral strategies with Ibn Sahnun’s ethical and spiritual principles offers a more balanced framework for contemporary child education. Such integration contributes to the development of educational systems that are not only effective in shaping behavior but also attentive to children’s dignity, emotional well-being, and moral development.
Direct Instruction in Inclusive Islamic Education: Enhancing Prayer Memorization among Students with Mild Intellectual Disabilities Salasiah Salasiah; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3190

Abstract

Background. Inclusive Islamic education faces challenges in supporting students with mild intellectual disabilities, particularly in memorizing prayer recitations that require sequential recall, accurate pronunciation, and sustained attention. Cognitive limitations often reduce students’ independence in performing religious practices, highlighting the need for adaptive instructional strategies. Purpose. This study examines the use of Direct Instruction in inclusive Islamic education and analyzes its role in improving prayer memorization among students with mild intellectual disabilities. Method. A qualitative descriptive case study was conducted using passive classroom observation, in-depth interviews with teachers, school leaders, special education assistants, parents, and students, as well as document analysis. Data were analyzed through an interactive process of data condensation, display, and conclusion drawing. Results. The findings show that Direct Instruction, applied through explicit modeling, repeated guided practice, task segmentation, and positive reinforcement, improved students’ prayer memorization. Improvements were observed in cognitive aspects (accuracy and sequence), affective aspects (motivation and confidence), and psychomotor aspects (clarity of recitation). Conclusion. Direct Instruction is an effective and adaptive approach for inclusive Islamic education, supporting religious learning among students with mild intellectual disabilities and strengthening inclusive pedagogical practices in Islamic educational settings.
Co-Authors Achmad Izzul Hisyam Antony Mahendra Fajhri Prima Vandhi Handri Hartanto Jadmiko Aji Jalaluddin Suyuthi Winulyo Khamam Khosiin kholil kholil Lukman Hakim Muhammad Masyhuri Muhmammad Alfi Syahrin Salasiah Salasiah