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All Journal Al Marhalah
Rusli Malli
Muhammadiyah University of Makassar
Religion Humanities Education Social Sciences

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KECERDASAN EMOSIONAL DALAM PENDIDIKAN ISLAM: STUDI LITERATUR INTEGRATIF ANTARA TEORI BARAT DAN NILAI-NILAI ISLAM Tri Asriani; Rusli Malli; Ahmad Nashir
Almarhalah: Jurnal Pendidikan Islam Vol. 10 No. 2 (2026): Almarhalah
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Al Marhalah Al Ulya Bekasi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/kjphwb63

Abstract

This study examines emotional intelligence in Western psychological theories and integrates its principal dimensions with Islamic educational values to formulate a more comprehensive conceptual framework. The research employed a qualitative library research design by reviewing books, peer-reviewed journal articles, and other scholarly publications relevant to emotional intelligence, Islamic psychology, and Islamic education. Data were organized thematically and analyzed through content analysis, comparative-conceptual analysis, and integrative synthesis. The findings indicate that Western theories emphasize the capacity to recognize, understand, regulate, and use emotions to support academic achievement, social adjustment, and effective interpersonal functioning. Islamic education places emotional management within a broader moral and spiritual orientation involving qalb, nafs, muhasabah, mujahadah al-nafs, rahmah, ikhlas, istiqamah, and tazkiyah al-nafs. The synthesis reveals conceptual correspondence between self-awareness and muhasabah, self-regulation and mujahadah al-nafs, empathy and rahmah, as well as self-motivation and ikhlas-istiqamah. The study concludes that emotional intelligence in Islamic education can be understood simultaneously as a psychological competence and a process of moral-spiritual formation, providing a conceptual basis for more holistic teaching and character development.
TRANSFORMASI PENDIDIKAN ISLAM BERBASIS DEEP LEARNING: TELAAH LITERATUR DALAM PERSPEKTIF AL-QUR’AN DAN PEDAGOGI KONTEMPORER Rosmiati; Rusli Malli; Sumiati
Almarhalah: Jurnal Pendidikan Islam Vol. 10 No. 2 (2026): Almarhalah
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Al Marhalah Al Ulya Bekasi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/q3vddk72

Abstract

This study examines the transformation of Islamic education through deep learning as a pedagogical approach and explores its conceptual relevance to Qur’anic principles and contemporary pedagogy. The term deep learning in this article refers to deep, mindful, meaningful, and joyful learning rather than artificial-intelligence neural networks. A qualitative integrative literature review was employed by examining primary journal articles, Qur’anic references, educational policy documents, and selected foundational works. Sources were screened according to relevance, scholarly credibility, publication recency, and their contribution to Islamic education and deep-learning pedagogy. Data were analyzed through content analysis, conceptual comparison, thematic coding, and integrative synthesis. The findings show that deep learning is compatible with Qur’anic epistemic orientations reflected in iqra’, tafakkur, tadabbur, tabayyun, and the integration of knowledge with righteous action. The synthesis produces a conceptual model connecting institutional vision, teacher competence, curriculum, learning environment, mindful-meaningful-joyful learning processes, authentic assessment, ethical technology use, and reflective practice. The model is expected to support Islamic education that develops conceptual understanding, critical thinking, character, spirituality, digital literacy, and social responsibility in an integrated manner.
Co-Authors Ahmad Nashir Rosmiati Sumiati Tri Asriani