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All Journal Borneo International Journal of Islamic Studies Abdi Cendekia: Jurnal Pengabdian Masyarakat
Galby Silvia Rachmah
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Karakter Moderat dan Moderasi Beragama dalam Pendidikan Islam: Analisis Bibliometrik Tren Penelitian (2021-2025) Galby Silvia Rachmah; Imroh Atul Musfiroh; Noor Malihah; Ferli Septi Irwansyah
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.864

Abstract

Studi bibliometrik ini secara sistematis memetakan penelitian tentang karakter moderat (karakter moderat) danmoderasi agama dalam pendidikan Islam yang terindeks di Scopus antara tahun 2021 dan 2025. Mulai dari8.057 catatan awal menggunakan kueri 'moderat' DAN 'karakter', korpus secara progresif disaring melaluitujuh tahap, ruang lingkup pendidikan Islam, tahun publikasi, jenis dokumen, bahasa, konteks negara, statusakses terbuka, dan relevansi tematik, sampai pada 15 pasal akhir. Analisis dilakukan dengan menggunakanpaket Bibliometrix R dan divisualisasikan melalui produksi ilmiah tahunan, tren kutipan, frekuensi kata kunci, awan kata, frekuensi kata dari waktu ke waktu, dan pemetaan tematik. Temuan mengungkapkan tingkatpertumbuhan tahunan 31,61%, dengan 'moderasi agama' (n=6) dan 'pendidikan karakter' (n=4) sebagai katakunci yang dominan. Pemetaan tematik memposisikan karakter moderat sebagai tema motorik, relevan secaraterpusat dan dikembangkan dengan baik secara internal, sementara moderasi agama dan pendidikan karaktermenempati kelompok yang muncul, menunjukkan konsolidasi teoretis yang sedang berlangsung. Artikel yangpaling banyak dikutip (Mujahid, 2021; 39 kutipan) menambatkan bidang ortodoksi Islam berbasis pesantren.Empat klaster tematik diidentifikasi: (1) strategi moderasi agama, (2) karakter moderat dalam kontekskelembagaan, (3) dimensi organisasi dan kepemimpinan, dan (4) internalisasi kurikulum. Terlepas dari volumepublikasi yang terus bertambah, bidang ini tetap terfragmentasi di seluruh pengaturan kelembagaan danpendekatan pedagogis, dengan integrasi terbatas dari kerangka pendidikan Islam yang lebih luas. Khususnya,perspektif berorientasi Maqasid al-Syariah dan studi empiris berbasis PTKIN masih relatif kurang dieksplorasi,menunjukkan arah yang menjanjikan untuk penelitian di masa depan tentang landasan konseptual dan praktispembentukan karakter moderat.
Build Character Responsibilities of Junior High School Students Based on the Values of the Qur'an and Hadith: A Literature Review Galby Silvia Rachmah; Imroh Atul Musfiroh; Moh Mahrus; Iskandar Iskandar; Mahyuddin Barni
Borneo International Journal of Islamic Studies Vol 7 No 2 (2025): Borneo International Journal of Islamic Studies, Vol. 7(2), November 2025
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bijis.v7i2.12066

Abstract

This study examines how the Qur'an and Hadith provide a conceptual and pedagogical foundation for character education in Islamic education. While character education has gained increasing attention in contemporary educational discourse, limited studies have systematically connected classical Islamic sources with modern pedagogical frameworks. Employing a qualitative library research design, this study uses textual analysis and thematic interpretation of selected Qur'anic verses (QS Al-Baqarah 267–268; QS Al-'Alaq 1–5) and authentic hadith narrated by Bukhari and Muslim to identify key principles of character formation and instructional practice. The findings indicate that QS Al-Baqarah 267–268 promotes generosity, integrity, empathy, and psychological resilience, whereas QS Al-'Alaq 1–5 underscores the importance of knowledge acquisition, intellectual humility, and ethical learning. The analysis of prophetic traditions further reveals pedagogical principles, including gradual instruction (tadarruj), facilitation rather than complication (taysir), positive reinforcement, and systematic repetition to support learning mastery. These principles show strong conceptual alignment with contemporary educational perspectives, including differentiated instruction, mastery learning, growth mindset, and positive psychology. The study also highlights the collaborative roles of families, schools, and communities in fostering holistic character development. By integrating Islamic educational values with contemporary pedagogical theories, this study contributes to the literature on values-based education and demonstrates the continued relevance of Qur'anic and Prophetic teachings for developing learners who are intellectually capable, morally responsible, socially engaged, and spiritually grounded in addressing the challenges of the twenty-first century.
Co-Authors Ferli Septi Irwansyah Imroh Atul Musfiroh Iskandar Mahyuddin Barni Moh Mahrus Noor Malihah