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All Journal Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan EDU RILIGIA: Journal of Islamic and Religious Education
Devi Vionitta Wibowo
Sekolah Tinggi Pendidikan Holistik Berbasis Karakter
Religion Humanities Education Social Sciences Other

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Implementing Ki Hajar Dewantara’s Trilogy Principles in Early Childhood Islamic Education: An Implementation Study Devi Vionitta Wibowo; Anggil Viyantini Kuswanto
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.31271

Abstract

This study examines the urgency of Ki Hajar Dewantara’s educational thought combined with Islamic educational values from the perspective of Abdullah Nashih Ulwan. In the context of education, the Trilogy Principles consist of three principles: Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. This study employed a descriptive qualitative research method using a case study and literature review approach. Data were obtained through observations, interviews, and documentation conducted at PAUDQU An-Nahl, Bina Qur’ani Foundation, Bogor. The findings indicate fundamental and relevant educational values between Ki Hajar Dewantara’s educational thought and Abdullah Nashih Ulwan’s Islamic educational perspective in the implementation of the Trilogy Principles in Islamic education. The implementation of the Trilogy Principles is reflected in the habituation of religious activities that embody character values and noble morals (akhlakul karimah). The methods applied in accordance with the principles of the Trilogy include habituation, supervision, advice, exemplary modeling, and mentoring to support children’s developmental aspects. The conclusion of this study is that the involvement of parents and teachers plays an essential role in instilling religious values in accordance with the Trilogy Principles and Abdullah Nashih Ulwan’s Islamic educational principles, which emphasize the roles of the home, school, and mosque. 
Implementing Ki Hajar Dewantara’s Trilogy Principles in Early Childhood Islamic Education: An Implementation Study Devi Vionitta Wibowo; Anggil Viyantini Kuswanto
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 10, No 2 (2026): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v10i2.31271

Abstract

This study examines the urgency of Ki Hajar Dewantara’s educational thought combined with Islamic educational values from the perspective of Abdullah Nashih Ulwan. In the context of education, the Trilogy Principles consist of three principles: Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. This study employed a descriptive qualitative research method using a case study and literature review approach. Data were obtained through observations, interviews, and documentation conducted at PAUDQU An-Nahl, Bina Qur’ani Foundation, Bogor. The findings indicate fundamental and relevant educational values between Ki Hajar Dewantara’s educational thought and Abdullah Nashih Ulwan’s Islamic educational perspective in the implementation of the Trilogy Principles in Islamic education. The implementation of the Trilogy Principles is reflected in the habituation of religious activities that embody character values and noble morals (akhlakul karimah). The methods applied in accordance with the principles of the Trilogy include habituation, supervision, advice, exemplary modeling, and mentoring to support children’s developmental aspects. The conclusion of this study is that the involvement of parents and teachers plays an essential role in instilling religious values in accordance with the Trilogy Principles and Abdullah Nashih Ulwan’s Islamic educational principles, which emphasize the roles of the home, school, and mosque. 
Co-Authors Anggil Viyantini Kuswanto