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All Journal Jurnal Lektur Keagamaan Intelektual: Jurnal Pendidikan dan Studi Keislaman
Hasan Basri
Sunan Gunung Djati State Islamic University Bandung
Religion Humanities Education Social Sciences

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The Construction of Tarbiyyah Ruhiyyah in Asasu al-Tarbiyatu al-Islamiyatu fi al-Sunnati al-Nabawiyati by Abdul Hamid al-Sayyib al-Zintani: A Discourse Analysis of a Religious Text Hasan Basri; Andewi Suhartini; Asep Nursobah; Siti Nuraeni Muhtar
Jurnal Lektur Keagamaan Vol 24 No 1 (2026): Jurnal Lektur Keagamaan Vol. 24 No. 1 Tahun 2026
Publisher : Center for Research and Development of Religious Literature and Heritage, Agency for Research and Development and Training, Ministry of Religious Affairs of the Republic of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31291/jlka.v24i1.1545

Abstract

This article examines the construction of Tarbiyyah Ruhiyyah in Asasu al-Tarbiyatu al-Islamiyatu fi al-Sunnati al-Nabawiyati by Abdul Hamid al-Sayyib al-Zintani within the fields of religious literature and Islamic educational thought. While recent scholarship has addressed spirituality, Islamic education, and character formation, limited attention has been given to how Tarbiyyah Ruhiyyah is discursively constructed within a religious book as a textual object of analysis. This study aims to analyze the textual construction of Tarbiyyah Ruhiyyah, identify its main discursive elements, and explain the relationships among religion, faith, fitrah, morality, and personality formation. Using a qualitative design and discourse analysis, the study focuses on the chapter on spiritual education, treating definitional passages, Qur'anic verses, hadith citations, and normative arguments as its primary units of analysis. The study finds that Tarbiyyah Ruhiyyah is constructed as a core component of integrated Islamic education, grounded in a theology of human nature derived from Islamic revelation that links innate religiosity, faith, morality, and holistic human development, and that its authority is rooted in the Sunnah and operationalized through Prophetic methods including exemplarity, worship habituation, gentleness, environmental guidance, and gradual instruction directed toward forming a balanced human personality. The article contributes to religious literature studies by demonstrating that an Islamic educational text can be analyzed as a religiously authorized discourse in which spiritual formation is constructed through definitional strategies, scriptural sequencing, and moral argumentation.
Rekonstruksi Tata Kelola Pendidikan Islam Berbasis Teologi Rizal Anshorudin; Ilham Nurjaman; Eva Saufana; Adang Hambali; Hasan Basri
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i2.9668

Abstract

Islamic educational institutions currently face demands for public accountability and digital transformation, while the imperative to preserve the theological values underlying their existence must still be met. Studies on Islamic-based governance remain largely theoretical, normative, and fragmented, lacking a synthesis of how theological foundations are translated into operational educational-governance constructs. This study develops an integrative conceptual model through two analytical steps: systematically mapping the theological foundations underlying Islamic education in reputable literature, and analyzing how these foundations are transformed into governance constructs and practices. The study adopts a qualitative approach using the Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. 28 articles published between 2021 and 2026 were synthesized using thematic synthesis combined with qualitative content analysis. The synthesis shows that theological values such as tawhīd, amānah, shūrā, and 'adl function as generative constructs increasingly operationalized through visionary leadership, quality culture, and digital/AI-based governance. This study proposes the Tauhid-Based Educational Governance Framework (TBEGF), an integrative model explaining four interrelated stages of transformation: theological foundation, internalization, organizational governance, and governance outcomes. Theoretically, TBEGF positions theology as a generative source of governance mechanisms, extending Islamic leadership scholarship from theology toward governance. In practice, the framework serves as an operational reference for madrasah, pesantren, and Islamic higher-education leaders to align institutional accountability with theological authenticity, while laying the groundwork for further empirical validation through Structural Equation Modeling.
Co-Authors Adang Hambali Andewi Suhartini Asep Nursobah Eva Saufana Ilham Nurjaman Rizal Anshorudin Siti Nuraeni Muhtar