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Endah Maryani
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Education

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Sekularisasi Ilmu Pengetahuan Modern dan Tantangannya bagi Pendidikan Islam Kontemporer Endah Maryani; Sumiran
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11265

Abstract

The secularization of modern science has shaped a scientific paradigm that separates the empirical dimension from transcendental values, thereby presenting challenges for contemporary Islamic education in maintaining the integration of knowledge, faith, and morality amid developments in science, technology, and globalization. This study aimed to analyse the characteristics of the secularization of modern science, identify its impacts on contemporary Islamic education, and formulate strategies for strengthening an Islamic education paradigm oriented towards the integration of knowledge and Islamic values. This study employed a qualitative approach using the library research method. Data were obtained from books, reputable scientific articles, academic documents, and works by scholars of Islamic education and the philosophy of science. The data were analysed using content analysis through the stages of reduction, categorization, interpretation, and conceptual synthesis. The results showed that the secularization of modern science causes epistemological fragmentation, the marginalization of the spiritual dimension in education, the dominance of the positivist paradigm, and the weakening of ethical orientation in the development of science. These conditions affect educational objectives, curriculum structure, learning processes, and students’ character formation in Islamic educational institutions. Contemporary Islamic education has the potential to develop an integrative scientific paradigm through the reconstruction of Islamic epistemology, the strengthening of the Islamic worldview, the integration of revelation and reason, the development of a value-based curriculum, and the revitalization of character education grounded in the Qur’an and Sunnah. This study confirms that strengthening the integrative paradigm is an important foundation for developing Islamic education that is adaptive to advances in modern science without neglecting Islamic identity. These findings provide a conceptual contribution to the development of Islamic education and practical implications for the formulation of educational policies, curriculum design, and learning models that integrate scientific, spiritual, moral, and social dimensions in responding to the dynamics of global civilization.
Peran Musyrif dalam Mengatasi Problematika Pengasuhan Santri di Pondok Pesantren Endah Maryani; Muhammad Isa Anshory
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11266

Abstract

The challenges of student care in Islamic boarding schools are becoming increasingly complex in line with changes in students’ characteristics, developments in digital technology, diverse family backgrounds, and growing demands for the quality of religious guidance and character formation. This condition positions the musyrif as a strategic actor in assisting, guiding, supervising, and resolving various problems in students’ lives. This study aimed to analyse the role of the musyrif in addressing the challenges of student care in Islamic boarding schools and to identify the strategies implemented to create a conducive educational environment. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observations, and documentation studies involving musyrif, Islamic boarding school caregivers, and students. The data were analysed through the stages of data reduction, data presentation, and conclusion drawing, while the credibility of the findings was ensured through triangulation. The results showed that the musyrif performed the roles of educator, mentor, role model, mediator, counsellor, facilitator, and supervisor in addressing problems related to discipline, social adaptation, learning motivation, religious character formation, and students’ mental health. The effectiveness of these roles was supported by interpersonal communication, persuasive approaches, role modelling, continuous guidance, collaboration with Islamic boarding school caregivers and parents, and the implementation of a systematic evaluation system. This study confirms that optimizing the role of the musyrif is an important factor in improving the quality of student care and building an Islamic boarding school environment that is conducive and adaptive to the dynamics of contemporary education. These findings contribute to strengthening student care practices based on mentoring and collaboration and may serve as a reference for Islamic boarding school administrators in developing a more structured and responsive student guidance system.
Rekonstruksi Identitas Manusia melalui Etika dan Konsep Jiwa dalam Pendidikan Islam Endah Maryani; Mujiburrohman
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11273

Abstract

The crisis of human identity in the modern era is characterized by the growing influence of materialism, individualism, moral relativism, and the fragmentation of knowledge, which have shifted the orientation of education from character formation toward the attainment of instrumental competencies. This condition underscores the need to reconstruct the Islamic educational paradigm by positioning ethics and the concept of the soul as foundations for the formation of holistic human beings. This study aims to analyze the reconstruction of human identity through the integration of Islamic ethics and the concept of the soul from the perspective of Islamic education. The study employed a qualitative approach using a literature review method through an examination of classical and contemporary literature discussing the concepts of the soul (nafs), intellect (‘aql), heart (qalb), spirit (rūḥ), and Islamic ethics in education. The data were analyzed using content analysis and a hermeneutic approach to identify the conceptual interrelationships among these components. The findings indicate that human identity in Islamic education is formed through the integration of spiritual, intellectual, moral, and social dimensions centered on purification of the soul (tazkiyat al-nafs), moral formation, the development of transcendental awareness, and the strengthening of individual and social responsibility. Islamic ethics serves as a normative guide, whereas the concept of the soul provides an ontological foundation for the formation of a human personality oriented toward a balance between worldly life and the afterlife. This study affirms that the reconstruction of human identity requires an Islamic educational paradigm that integrates ethical, spiritual, and intellectual dimensions into a unified systemic framework. These findings provide a conceptual foundation for developing curricula, learning strategies, and Islamic education policies oriented toward holistic character formation and the strengthening of human identity amid the dynamics of global civilization.
Co-Authors Muhammad Isa Anshory Sumiran