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All Journal Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Jurnal Perspektif Ilmu Pendidikan dan Keguruan
Uswatun Suciati
Institut Ahmad Dahlan Probolinggo
Religion Education

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From Tauhid to Social Responsibility: An Integrative Framework of Character Formation in Islamic Religious Education Uswatun Suciati; Rifqi Khairul Anam
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2884

Abstract

Character education has become a major concern in contemporary education due to increasing challenges related to moral degradation, social intolerance, and the weakening of ethical responsibility among young people. Although numerous studies have examined the role of Islamic Religious Education (PAI) in character development, existing discussions remain fragmented and often focus on isolated dimensions of spirituality, morality, worship, or social behaviour. This study aims to develop a comprehensive understanding of how Islamic educational values collectively contribute to character formation. Employing a qualitative literature review approach, the study analysed classical Islamic scholarship, contemporary educational theories, and empirical studies published in national and international academic sources. Data were examined through thematic analysis and conceptual synthesis to identify recurring themes and patterns across the literature. The findings reveal three major dimensions underlying character formation in Islamic education: the spiritual-ethical foundation of character, the internalisation of values through worship and educational practices, and the manifestation of character through social responsibility. The analysis further demonstrates that tauhid, akhlaq, worship, and social responsibility function as interconnected and mutually reinforcing dimensions rather than separate educational components. Based on these findings, the study proposes an integrative conceptual framework that positions Islamic religious education as a holistic system of character formation. This framework contributes to the theoretical development of Islamic education and provides a foundation for future research, curriculum design, and character education policy in contemporary educational contexts
The Concept of Tarbiyah Qur’aniyyah in the Perspective of Islamic Education: A Literature Study on Moral Formation Values Uswatun Suciati; Hani Aufaa Khairunnisa; Nur Hari Kuncara; Beny Prasetya
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 1 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i1.857

Abstract

This article presents an integrative literature review of the concept of tarbiyah Qur’aniyyah and its contribution to the formation of akhlaq in Islamic education. Through a systematic search of relevant scholarly publications, the review maps key themes that include the foundations of tawhid, tazkiyatun nafs, Prophetic exemplarity, the habituation of virtue, and the family–school–community educational ecosystem. An integrative review method is employed to identify, select, synthesize, and interpret findings using a descriptive qualitative analysis. The results indicate that tarbiyah Qur’aniyyah functions as a normative framework and pedagogical praxis that unifies cognitive, affective, and psychomotor dimensions through the stages of tilawah, tazkiyah, and ta’lim al-kitab wa al-hikmah. The theoretical synthesis links Qur’anic values with the concepts of adab, character, and moral development, producing conceptual propositions on value-based indicators of akhlaq, processes of internalization, and environmental prerequisites. The academic implications point to strengthening value-oriented learning models and developing instruments for assessing akhlaq. The practical implications relate to curriculum design, teacher development, and character-driven school policies. This article offers a conceptual map and a future research agenda to enrich the contemporary Islamic education literature.
Co-Authors Beny Prasetya Hani Aufaa Khairunnisa Nur Hari Kuncara Rifqi Khairul Anam