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All Journal Jurnal Ilmiah Spiritualis: Jurnal Pemikiran Islam dan Tasawuf Istifkar: Media Transformasi Pendidikan
Bustanul Yuliani
Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo, Indonesia
Religion Education Other

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PENYEMPURNAAN AKHLAK DALAM HADIS SEBAGAI KERANGKA FILOSOFIS Moh. Hasan Fauzi; Abu Muslim; Bustanul Yuliani
Bahasa Indonesia Vol 12 No 1 (2026): TEO-SUFISME
Publisher : Program Studi Ilmu Tasawuf Universitas Pangeran Diponegoro Nganjuk, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53429/spiritualis.v12i1.2308

Abstract

This study aimed to reconstruct the ḥadīth “innamā buʿithtu li-utammima makārim al-akhlāq” as a systematic philosophical foundation of Islamic education within contemporary educational discourse. The study employed a qualitative–philosophical approach through textual analysis of the ḥadīth, critical engagement with classical commentaries, and conceptual dialogue with Islamic and modern educational philosophy. Data were analyzed using ontological, epistemological, and axiological frameworks to uncover the educational structure embedded in the ḥadīth. The findings demonstrated that the ḥadīth on moral perfection functioned not merely as a normative moral statement but as a coherent conceptual framework of education. Ontologically, the ḥadīth positioned education as a holistic process of human formation oriented toward moral perfection. Epistemologically, the concept of utammima indicated an integration of revelation, reason, and experience as sources of moral knowledge. Axiologically, moral character was established as the ultimate aim of education, with cognitive and instrumental achievements serving as supportive means rather than final goals. The study concluded that the ḥadīth on moral perfection possessed strong theoretical potential to be repositioned from ethical rhetoric to a systematic foundation of Islamic educational philosophy. The novelty of this study lay in conceptualizing the ḥadīth as a philosophical framework that bridges Islamic transcendental values and contemporary educational theory beyond normative interpretation.
PERAN GURU PENDIDIKAN AGAMA ISLAM (PAI) DAN BUDI PEKERTI (BP) DALAM MENANAMKAN KEDISIPLINAN PESERTA DIDIK SMPN 1 JIWAN MADIUN Zamzam Musthofa; Arif Shaifudin; Rizky Khoirunisa; Bustanul Yuliani
Istifkar: Media Transformasi Pendidikan Vol 5 No 2 (2025): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v5i2.223

Abstract

The behavior of students that does not yet fully reflect Islamic values indicates the urgency of strengthening character education based on Islamic teachings. In this regard, Islamic Religious Education teachers play a strategic role in shaping discipline and character among students through the internalization of Islamic values both theoretically and practically. This research aims to examine (1) the role of Islamic Education teachers as models and examples in instilling discipline among ninth-grade students at SMP N 1 Jiwan, (2) the role of Islamic Education teachers as motivators in instilling discipline among ninth-grade students at SMP N 1 Jiwan, and (3) the role of Islamic Education teachers as guides in instilling discipline among ninth-grade students at SMP N 1 Jiwan. This study is motivated by the low discipline of students, which is evident from deviant behaviors such as frequent tardiness and lack of politeness. This research employs a descriptive qualitative method with data collection techniques including interviews, observations, and documentation from the principal, Islamic Education teachers, educators, and students. Data analysis is conducted through reduction, presentation, and conclusion drawing. The results indicate that the role of Islamic Education teachers has a significant impact on shaping student discipline. (1) As a role model, the teacher demonstrates a consistent Islamic attitude through honest, disciplined, and responsible behavior. (2) As a motivator, the teacher provides positive encouragement through enjoyable learning, appreciation, and constructive feedback. (3) As a guide, the teacher provides direction and support in facing disciplinary issues and shapes students' character to prepare them for challenges inside and outside of school.
Co-Authors Abu Muslim Arif Shaifudin Moh. Hasan Fauzi Rizky Khoirunisa Zamzam Musthofa