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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Media: Jurnal Filsafat dan Teologi
Ahmad Ta’rifin
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia
Religion Education

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Value Pluralism and Islamic Moral Education: A Philosophical Reconstruction of Akhlak Education in Plural Societies Agus Khumaedy; Ahmad Ta’rifin; Hani Hasnah Safitri; Ulul Albab; Mohammad Adam
Media: Jurnal Filsafat dan Teologi Vol. 7 No. 1 (2026): Februari 2026
Publisher : Sekolah Tinggi Filsafat Seminari Pineleng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53396/media.v7i1.781

Abstract

This article examines the reconstruction of Islamic moral education through the integration of value pluralism within the framework of Islamic educational philosophy. The study addresses the challenge of moral complexity and value conflicts in contemporary pluralistic Muslim societies. The research aims to formulate a conceptual model of moral education that remains normatively grounded in Islamic values while being responsive to value diversity. Using a qualitative library research design, the study applies philosophical–normative analysis to key works in moral philosophy and Islamic educational thought, particularly the concepts of tawḥīd and maqāṣid al-sharī‘ah. The findings indicate that value pluralism can serve as a reflective ethical framework that acknowledges the diversity and incommensurability of values without leading to moral relativism. When dialogically integrated with Islamic normative principles, it produces a conceptual model of Islamic moral education that is adaptive, dialogical, and normatively oriented, fostering students’ capacity for moral deliberation and ethical responsibility in pluralistic societies.
Manajemen Pengembangan Desain Berbasis Pendidikan Transformatif dalam Meningkatkan Kompetensi Akademik Mahasiswa PAI Nurlaila Ana; Ahmad Ta’rifin; Ulul Albab
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026)
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v12i02.12302

Abstract

Despite growing attention to transformative education in higher education, there is limited empirical evidence on how to systematically integrate it into program design to strengthen students’ academic competence in Islamic higher education institutions. This study develops and validates a transformative education-based program design for the Islamic Religious Education Study Program at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Employing a Research and Development approach based on the ADDIE model, the study collected data through interviews, questionnaires, observations, document analysis, and focus group discussions, and conducted expert validation with lecturers, students, curriculum specialists, and institutional stakeholders. The findings demonstrate that a systematic and transformative program design significantly enhances students’ academic competence by improving curriculum coherence, learning quality, student engagement, and attainment of competencies. Among the examined components, integrative program design emerged as the most influential factor in fostering cognitive, affective, and psychomotor learning outcomes. The development process produced validated program design documents, learning modules, lesson plans, and evaluation guidelines that achieved high feasibility and usability ratings from experts and practitioners. Pilot implementation across selected courses further confirmed the effectiveness of the developed model in promoting meaningful learning experiences and strengthening academic competencies. This study contributes a validated transformative education framework that integrates Islamic values with outcome-based learning principles, extending the discourse on curriculum innovation and offering a scalable model for curriculum reform and sustainable academic development in Islamic higher education.
Co-Authors Agus Khumaedy Hani Hasnah Safitri Mohammad Adam Ulul Albab