Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Halaqa: Journal of Islamic Education
Akhmad Affandi
UIN Siber Syekh Nur Jati Cirebon, Indonesia
Religion Humanities Education Social Sciences Other

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Ethics-Based Teacher Recruitment: A Philosophical Reflection on the Non-Smoking Policy at MIS Nurul Amal Titim Marlika; Akhmad Affandi; Tamsik Udin
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.19

Abstract

This study examines the ethics-based teacher recruitment policy at MIS Nurul Amal, particularly the non-smoking requirement for male teachers, as an institutional embodiment of moral values in Islamic education. Employing a qualitative case study approach, data were collected through interviews, observations, and documentation. The findings reveal that the policy fosters not only a healthy and religious school climate but also a culture of moral exemplarity embedded in teachers’ daily conduct. The analysis incorporates the Islamic concept of uswah hasanah and Sartrean existential ethics concerning individual moral responsibility. The study proposes a conceptual model of character formation through ethical recruitment, offering a replicable framework for other values-based educational institutions.
Islamic Spirituality and Coexistence In Diverse Learning Contexts: Educational Insights From Islamic Philosophy Donna Aprilia; Akhmad Affandi
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i2.20

Abstract

This article explores the contribution of Islamic spirituality in fostering peaceful coexistence within diverse learning contexts. Drawing from Islamic philosophy of education, this study analyzes theological, ethical, and epistemological values that strengthen inclusivity and harmony in multicultural classrooms. Employing a qualitative approach through literature review and philosophical interpretation, the findings reveal that Islamic spirituality—rooted in tawhid (divine unity), adab (ethical conduct), and rahmah (compassion)—can foster a tolerant and transformative collective consciousness. The article recommends integrating Islamic spiritual values into educational curricula and pedagogical practices as a strategic step toward enhancing social cohesion through education.
Co-Authors Donna Aprilia Tamsik Udin Titim Marlika