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All Journal Al-hikmah : International Journal of Islamic Studies
Affan Haydar
Magister Pendidikan Agama Islam Institut Ahmad Dahlan Probolinggo
Religion Humanities Education Environmental Science Other

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Moral And Spiritual Education In Buya Hamka's Educational Thought Affan Haydar; Siti Mahmudah Noorhayati
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/ef6z2g18

Abstract

The rapid transformation of modern society driven by technological advancement, globalisation, and socio-cultural change has generated significant challenges for Islamic education, particularly in addressing moral decline, spiritual alienation, and the dehumanisation of educational practices. This study aims to analyse the concepts of moral and spiritual education in the thought of Buya Hamka and examine their relevance to contemporary Islamic education. The research employs a qualitative library research approach using philosophical hermeneutics as the primary analytical framework. Primary data were derived from Hamka’s major works, including Tasawuf Modern, Lembaga Budi, Pribadi Hebat, and Tafsir al-Azhar, while secondary data were obtained from scholarly books, journal articles, and related academic studies. Data were analysed through content analysis and contextual interpretation to identify the fundamental principles and educational implications of Hamka’s ideas. The findings reveal that Hamka’s educational philosophy is founded upon an integrative paradigm that harmonises intellectual, moral, and spiritual dimensions. Moral education is centred on character formation through value internalisation, exemplary conduct, and ethical habituation, while spiritual education emphasises the strengthening of faith, worship, self-control, and inner purification through the framework of modern Sufism. The novelty of this study lies in its integrated examination of morality and spirituality as a unified epistemological foundation of Islamic education. The study concludes that Hamka’s thought offers a relevant and transformative educational paradigm capable of addressing contemporary moral and spiritual crises while promoting holistic human development based on religious humanism and Islamic values.  
Islamic Character Education in the Digital Era: A Systematic Literature Review of Challenges, Strategies, and Learning Innovations Affan Haydar; Benny Prasetiya
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/z06gng26

Abstract

The development of digital technology has influenced nearly every aspect of life, including Islamic education and the character formation of students. The emergence of social media, digital platforms, and the highly open flow of information has brought positive impacts, such as easier access to knowledge. However, it has also given rise to various moral issues, including cyberbullying, the spread of misinformation (hoaxes), hate speech, and the decline of communication ethics in digital spaces. This situation requires Islamic education to adopt more adaptive approaches so that religious values can continue to be effectively internalised among the younger generation. This study aims to examine the challenges of Islamic character education in the digital era, analyse strategies that can be implemented, and identify learning innovations that are relevant to modern technological developments. The research employs a qualitative approach using a Systematic Literature Review (SLR) method through the collection, selection, and analysis of various scholarly works related to Islamic character education and the digitalisation of education. The findings indicate that Islamic character education requires the integration of religious value reinforcement and digital literacy to enable students to use technology wisely, critically, and responsibly. Furthermore, the use of interactive learning media, blended learning approaches, and educational social media platforms is considered effective in enhancing the internalisation of moral and spiritual values. Therefore, Islamic character education plays a crucial role in shaping a generation that is not only technologically competent but also possesses moral integrity, spiritual awareness, and social responsibility amid the ongoing development of digital society.
Co-Authors Benny Prasetiya Siti Mahmudah Noorhayati