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All Journal Mishkat: Journal of Theology and Civilization Eduvista: Journal of Education and Innovation
Ari Mulyono
Institut Agama Islam Pemalang, Pemalang, Indonesia

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Hamka's transcendental values in Pribadi Hebat: Bridging philosophical thought and contemporary character education Ari Mulyono; Amirul Bakhri
Mishkat: Journal of Theology and Civilization Vol. 1 No. 1 (2026): Mishkat: Journal of Theology and Civilization
Publisher : PT Perfidia Akademia

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Abstract

Character education requires a strong spiritual foundation to develop individuals with integrity. However, studies on transcendental values in Hamka's Pribadi Hebat have largely been limited to identifying educational values without proposing a conceptual implementation model for contemporary character education. This study aims to analyze the transcendental values presented in Pribadi Hebat and develop their implementation model for character education. A qualitative library research approach was employed, and the data were analyzed using qualitative content analysis of Hamka's major works and relevant supporting literature. The findings reveal that transcendental values consist of three interconnected dimensions—aqidah, ibadah, and akhlak—which collectively form an integrated framework for personality development. Based on these findings, this study proposes a conceptual model linking transcendental values with the curriculum, teachers, family, school culture, community, and the digital environment to foster a great personality. The proposed model extends Hamka's philosophical thought into a more applicable framework for contemporary character education. Abstrak Pendidikan karakter memerlukan fondasi spiritual yang kuat agar mampu membentuk pribadi yang berintegritas. Namun, kajian mengenai nilai transendensi dalam Pribadi Hebat karya Hamka masih didominasi oleh identifikasi nilai dan belum menghasilkan model implementasi konseptual bagi pendidikan karakter kontemporer. Penelitian ini bertujuan menganalisis nilai-nilai transendensi dalam Pribadi Hebat serta mengembangkan model implementasinya dalam pendidikan karakter. Penelitian menggunakan pendekatan kualitatif dengan jenis library research yang dianalisis melalui qualitative content analysis terhadap karya-karya Hamka dan literatur pendukung yang relevan. Hasil penelitian menunjukkan bahwa nilai transendensi terdiri atas tiga dimensi utama, yaitu aqidah, ibadah, dan akhlak, yang membentuk sistem pembinaan kepribadian secara terpadu. Berdasarkan temuan tersebut, penelitian ini menghasilkan model konseptual yang menghubungkan nilai transendensi dengan kurikulum, guru, keluarga, budaya sekolah, masyarakat, dan lingkungan digital menuju pembentukan great personality. Model ini memperluas pemikiran Hamka dari ranah filosofis menuju kerangka implementasi pendidikan karakter yang lebih aplikatif.
Reconstructing himmah from Ibn al-Qayyim al-Jawziyyah's thought: Toward a contemporary Islamic education paradigm Ari Mulyono; Khaerudin
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : Eduvista: Journal of Education and Innovation

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Contemporary Islamic education faces challenges in strengthening students' spiritual orientation, while studies on himmah have largely treated it as a moral and spiritual concept rather than reconstructing it as an educational paradigm. This study aims to reconstruct the concept of himmah in the thought of Ibn al-Qayyim al-Jawziyyah and transform it into a paradigm for contemporary Islamic education. A qualitative library research approach was employed by analyzing Ibn al-Qayyim al-Jawziyyah's major works through concept identification, thematic categorization, and conceptual synthesis. The findings reveal that himmah constitutes a spiritual driving force comprising five interconnected dimensions: Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, and Prophetic Exemplification. These dimensions are reconstructed into an educational paradigm that contributes to character formation, discipline and istiqāmah, self-regulated learning, and digital literacy. This study contributes to the discourse on Islamic education by proposing a conceptual framework that bridges Ibn al-Qayyim al-Jawziyyah's intellectual legacy with the needs of contemporary Islamic education. Abstrak Pendidikan Islam kontemporer menghadapi tantangan dalam memperkuat orientasi spiritual peserta didik, sementara kajian mengenai himmah masih cenderung dipahami sebagai konsep moral dan spiritual sehingga belum banyak direkonstruksi sebagai paradigma pendidikan. Penelitian ini bertujuan mengonstruksi konsep himmah dalam pemikiran Ibn al-Qayyim al-Jawziyyah serta mentransformasikannya menjadi paradigma pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan melalui analisis terhadap karya-karya utama Ibn al-Qayyim al-Jawziyyah menggunakan tahapan identifikasi konsep, kategorisasi tematik, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa himmah merupakan kekuatan spiritual yang tersusun atas lima dimensi utama, yaitu Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, dan Prophetic Exemplification. Kelima dimensi tersebut direkonstruksi menjadi paradigma pendidikan yang berkontribusi terhadap pembentukan karakter, disiplin dan istiqāmah, self-regulated learning, serta literasi digital. Penelitian ini memperluas diskursus pendidikan Islam dengan menawarkan kerangka konseptual yang mengintegrasikan warisan intelektual Ibn al-Qayyim al-Jawziyyah dengan kebutuhan pendidikan Islam kontemporer.
Co-Authors Amirul Bakhri Khaerudin