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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-hikmah : International Journal of Islamic Studies
Fajhri Prima Vandhi
Institut Ahmad Dahlan Probolinggo
Religion Humanities Education Environmental Science Other

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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.
PENDIDIKAN MORAL DALAM FILSAFAT AL-FARABI: INTEGRASI AKAL DAN KEBAJIKAN Jadmiko Aji Saputro; Fajhri Prima Vandhi; Antony Mahendra; Siti Mahmuda Noorhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48028

Abstract

This study aims to analyze the concept of moral education in Al-Farabi’s philosophical perspective, focusing on the integration of intellect (‘aql) and virtue (faḍīla), and to examine its relevance in contemporary education. This research employs a qualitative approach using a library research method, with primary sources derived from Al-Farabi’s major works, particularly Tahṣīl al-Sa‘āda and Ārā’ Ahl al-Madīna al-Fāḍila, analyzed through a descriptive-analytical framework. The findings indicate that, in Al-Farabi’s thought, intellect serves as the epistemological foundation for understanding goodness, while virtue represents its practical actualization. Their integration constitutes a prerequisite for the formation of a comprehensive moral character and the attainment of ultimate happiness (sa‘āda). These findings align with contemporary moral education paradigms emphasizing the integration of cognitive, affective, and behavioral dimensions. This study concludes that Al-Farabi’s integrative framework of intellect and virtue is relevant as a philosophical foundation for developing holistic moral education. Its implication suggests that moral education should be designed integratively through reflective learning, value habituation, and social experience to foster comprehensive character development.
Co-Authors Antony Mahendra Benny Prasetya Jadmiko Aji Jadmiko Aji Saputro Siti Mahmuda Noorhayati