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All Journal al-Afkar, Journal For Islamic Studies IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam
Erba Rozalina Yulianti
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Religion Education Social Sciences

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Leading Islamic Schools as a Basis for Environmentally Friendly Education (Eco-Islamic Schools) Agung Cahya; Sururin; Erba Rozalina Yulianti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.3176

Abstract

This article aims to examine the concept of the Superior Islamic School as a basis for environmentally friendly education (Eco-Islamic School) and its role in integrating Islamic values ​​with the principles of environmental sustainability. This study uses a descriptive qualitative method with a library research approach, through analysis of primary and secondary sources in the form of books, journal articles, policy documents, and the Quran and Hadith that are relevant to education and the environment. The results of the study indicate that the Superior Islamic School has strategic potential in instilling ecological awareness in students through the integration of the values ​​of monotheism, khalifah, and amanah in the curriculum, the development of a green school culture, and the implementation of sustainable management and infrastructure. The Eco-Islamic School concept not only strengthens the spiritual and academic dimensions, but also forms the character of students who care about the environment as part of religious responsibility. This study concludes that the Eco-Islamic School is a relevant and contextual model of Islamic education in responding to the challenges of the global environmental crisis and supporting sustainable development goals.
Integrating Spiritual and Cognitive Dimensions: A Comparative Study of Muhammad Natsir and Jean Piaget's Character Education for the Modern Era Euis Supianah; Sururin Sururin; Erba Rozalina Yulianti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.3183

Abstract

This article discusses the comparative concept of character education from two different perspectives, namely the Islamic perspective represented by the thoughts of Muhammad Natsir and the Western perspective put forward by Jean Piaget. This study aims to examine the fundamental similarities and differences in how the two figures understand and develop character education, while also examining its relevance in responding to the challenges of globalization and formulating a character education model that suits the needs of the modern era. By using the literature review method and a descriptive-comparative approach, this study reveals that Natsir places prophetic character education based on monotheism as the main foundation, which includes the dimensions of transcendence, humanization, and liberation in order to form a human being who is balanced between physical and spiritual aspects. On the other hand, Piaget emphasized the moral development of children through cognitive stages, emphasizing the importance of a socio-moral environment based on mutual respect, as well as a constructivist approach in the formation of moral understanding. The results of the study indicate a point of similarity in the attention to the formation of the whole individual and the role of learning experiences in the educational process. However, fundamental differences are seen in the philosophical basis used, namely the spiritual-religious approach of Natsir and the rational-cognitive approach of Piaget. This study concludes that the integration of these two perspectives has the potential to enrich the development of a holistic character education model that is relevant to the current context, especially in Indonesia, in an effort to shape a generation that is morally and intellectually strong.
Pemikiran Pendidikan Humanis Paulo Freire dan Relevansinya dengan Pendidikan Humanisme Islam Redza Sutiara Akbar; Abdul Mukti; Erba Rozalina Yulianti
IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam Vol. 8 No. 02 (2025): IQ (Ilmu Al-qur’an): Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Tarbiyah, Universitas PTIQ Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37542/m87sm108

Abstract

Penelitian ini bertujuan untuk menganalisis pemikiran pendidikan humanis Paulo Freire dan menelaah relevansinya dengan konsep pendidikan humanisme Islam melalui kajian komparatif terhadap karya-karya utama Freire serta literatur pendidikan Islam klasik maupun kontemporer. Dengan menggunakan metode studi kepustakaan dan analisis isi (content analysis), penelitian ini mengidentifikasi titik temu, perbedaan, serta kemungkinan integrasi antara kedua kerangka pemikiran tersebut. Hasil penelitian menunjukkan bahwa pendidikan humanis menurut Paulo Freire berakar pada kritik terhadap pendidikan gaya bank yang menempatkan peserta didik sebagai objek pasif. Freire menawarkan pendidikan hadap masalah yang menekankan dialog, kesadaran kritis, serta pembebasan manusia dari berbagai bentuk penindasan sosial, ekonomi, dan politik. Sementara itu, pendidikan humanisme Islam berpijak pada pandangan bahwa manusia adalah makhluk mulia yang memiliki potensi fitrah, akal, dan kehendak bebas. Tujuannya ialah membentuk manusia seutuhnya melalui integrasi aspek intelektual, moral, sosial, dan spiritual, dengan nilai tauhid sebagai landasan utama. Dengan demikian, sintesis kreatif antara keduanya berpotensi melahirkan model pendidikan yang lebih humanis, kritis, transformatif, dan sekaligus berakar pada spiritualitas Islam.
Co-Authors Abdul Mukti Agung Cahya Euis Supianah Redza Sutiara Akbar Sururin, Sururin