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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam
Muaddyl Akhyar
Universitas Islam Negeri Imam Bonjol Padang, Indonesia
Religion Education Languange, Linguistic, Communication & Media Other

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Holistic Islamic Early Childhood Education through the Integration of Islamic Values and Minangkabau Culture: A Content Analysis of Syekh Sulaiman Arrasuli’s Pedagogical Novel Ramadhoni Aulia Gusli; Nunu Burhanuddin; Hayati; Soibatul Aslamiah Nasution; Muaddyl Akhyar
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3259

Abstract

Early childhood education (ECE) in Islamic contexts increasingly faces the challenge of balancing religious value formation with contextually grounded pedagogical approaches, yet the educational thought of local Islamic scholars in Southeast Asia remains largely unexamined in the international literature. This study analyzed the values of early childhood Islamic education embedded in Syekh Sulaiman Arrasuli’s pedagogical novel Pedoman Hidup di Alam Minangkabau, specifically the section “Muhammad Arif Will Enter Religious School” (1938), using qualitative interpretive content analysis. The primary source was the Jawi-script Malay-Minangkabau text, accessed in a transliterated digital edition; secondary sources comprised Islamic education scholarship, ECE theory, and Minangkabau cultural studies. Data were analyzed through open coding, axial coding, and thematic synthesis; trustworthiness was established through repeated reading, theory triangulation, peer examination, and audit trail. Three interconnected themes were identified: (1) the urgency of knowledge-seeking from early age, conceptualized through a four-role social taxonomy (ʿalim, merchant, official, customary leader) that frames education as the foundation of responsible social participation; (2) a foundational ECE curriculum integrating aqidah (Islamic creed), fiqh literacy (halal/haram distinctions), akhlaq (moral character), and rational-critical reasoning; and (3) a contextual synthesis of Islamic values and Minangkabau adat (customary law) centered on adab (etiquette) toward teachers and parents, bounded by shariʿa compliance. The family, embodied by the single-mother figure Siti Budiman, is positioned as the indispensable first educational environment. The study demonstrates that Arrasuli’s pedagogical thought anticipates contemporary holistic Islamic ECE frameworks and offers a theoretically coherent, culturally grounded model for current Islamic early childhood curriculum development in Indonesia and comparable Muslim majority contexts.
Integrating Ecopedagogy into the Islamic Religious Education Curriculum to Foster Ecological Awareness Salmi Wati; Eliwatis; Kunalan Kuriaya; Muaddyl Akhyar
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 8 No. 2 (2025): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v8i2.2021

Abstract

Environmental degradation and climate change pose serious global challenges that demand educational responses, including in religious education. This study examines the integration of ecological awareness into the Islamic Religious Education (PAI) curriculum through an ecopedagogical approach rooted in Islamic values. Utilizing a literature review method, the study reveals that the current PAI curriculum remains focused on theological aspects, ritual worship, and moral development, while the ecological dimension embodied in Islamic teachings such as the concepts of khalifah fil ard (humans as stewards of the Earth) and fiqh al-bi’ah (environmental ethics) has not been comprehensively accommodated. The analysis indicates a substantial gap between Islamic teachings emphasizing environmental preservation and their implementation at the educational level, resulting in low levels of ecological awareness and concern among students. As a constructive alternative, the development of a more integrative and transformative PAI curriculum incorporating ecopedagogical principles based on Islamic values is proposed. Through this approach, students are expected not only to be religious in a ritual sense but also to develop a high level of ecological consciousness and to internalize social and spiritual responsibilities in preserving the environment. The novelty of this study lies in the formulation of a PAI curriculum model grounded in ecopedagogy that integrates Islamic spirituality with environmental sustainability principles, thus offering practical contributions to character education enhancement and the development of ecological awareness among young Muslim generations. The research findings imply the need for policy reforms and curriculum redesign to ensure Islamic education actively contributes to shaping environmentally responsible future generations.
Co-Authors Eliwatis Hayati Hayati kunalan Kuriaya Nunu Burhanuddin Ramadhoni Aulia Gusli Salmi Wati Soibatul Aslamiah Nasution