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All Journal Karimiyah: Journal of Islamic Literature and Muslim Society
Nurul Hidayah Putri
IAIN Tulungagung, Indonesia

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HUMANISTIC ISLAMIC EDUCATION AS A RESPONSE TO THE MORAL CRISIS AND PSYCHOLOGICAL DISORDERS OF ADOLESCENTS IN THE SOCIETY 5.0 ERA Ahmad Rahmadani; Nurul Hidayah Putri; Miftahul Ulum
Karimiyah: Journal of Islamic Literature and Muslim Society Vol. 4 No. 2 (2025): Karimiyah: Journal of Islamic Literature and Muslim Society
Publisher : Universitas Islam Depok

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59623/qqesg618

Abstract

The Society 5.0 era presents multidimensional challenges for the moral and psychological development of Indonesian Muslim adolescents, marked by accelerating digital addiction, the erosion of ethical values, and a surge in psychological disorders including anxiety and depression. This study aims to examine and develop the concept of Humanistic Islamic Education as a systematic and epistemologically grounded response to this crisis, drawing primarily on the thought of Syed Muhammad Naquib al-Attas concerning the Islamization of knowledge and the concept of taʼdib. Employing library research methodology with a critical-integrative analysis approach, this study examines the philosophical foundations of al-Attas’s educational thought, situates it within the contemporary Society 5.0 context, and develops a five-pillar operational model of Humanistic Islamic Education. The results demonstrate that Humanistic Islamic Education, anchored in the concepts of tauhid-as-episteme, taʼdib-as-methodology, insan kamil-as-telos, fitrah-as-point-of-departure, and tawazun-as-principle, constitutes a holistic pedagogical system capable of forming an integrated self-identity, cultivating psychological resilience, and providing a robust ethical foundation for adolescents navigating digital disruption. This model integrates spiritual (ruh), intellectual (ʻaql), and emotional (qalb) dimensions in a unified pedagogical framework, positioning itself as a substantive antithesis to the secular reductionism that dominates global education systems.
Co-Authors Ahmad Rahmadani Miftahul Ulum