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All Journal As-Sulthan Journal of Education
Imroatul Hasanah
Universitas Al Falah As Sunniyah
Education Social Sciences

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FUNGSI JIWA KEHENDAK DALAM PSIKOLOGI PENDIDIKAN ISLAM Imroatul Hasanah; Daris Salama Ulin Nuha; Titin Nurhidayati
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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Abstract

The will (al-irādah) is a fundamental element in Islamic educational psychology that functions as a driving force for behavior, learning motivation, and self-control among students. In the Islamic perspective, will is not merely understood as a psychological impulse, but as a spiritual potential integrated with reason and the heart in shaping human choices and moral responsibility. This study aims to analyze the function of the will in Islamic educational psychology and its relevance to students’ character formation. This research employs a qualitative descriptive method through library research by examining the Qur’an, Hadith, and relevant literature on psychology and Islamic education. The findings indicate that the will plays a strategic role in directing learning behavior, strengthening self-discipline, and fostering students’ moral and spiritual commitment. The development of the will in Islamic education can be implemented through the internalization of monotheistic values, habituation of worship practices, role modeling, and continuous moral education. Therefore, strengthening the will becomes a crucial foundation in realizing holistic Islamic education oriented toward the formation of faithful, ethical, and responsible individuals.
MODEL RELASI SAINS-AGAMA JOHN HAUGHT: RELEVANSINYA DALAM PENDIDIKAN ISLAM Imroatul Hasanah; Daris Salama Ulin Nuha; Halimatus Sa’diyah; Asnawan
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

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This article explores John Haught’s model of the science–religion relationship, comprising four main approaches: conflict, contrast, contact, and confirmation. Using library research and descriptive–comparative analysis, the study examines how Haught’s framework offers a dialogical paradigm that enables constructive integration between modern science and religious teachings. The findings reveal that Haught’s “contact” and “confirmation” models hold significant relevance for the development of Islamic education, particularly in designing curricula that respond to scientific progress while maintaining theological integrity. Haught’s thought helps bridge the dichotomy between science and religion, fosters a religiously grounded scientific attitude, and promotes learning that is more critical, open, and holistic. Thus, Haught’s model of the science–religion relationship provides an epistemological foundation for strengthening the integration of knowledge within contemporary Islamic education.
Co-Authors Asnawan Daris Salama Ulin Nuha Daris Salama Ulin Nuha Halimatus Sa’diyah Titin Nurhidayati