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Sumarno
Institut Ahmad Dahlan Probolinggo

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Pendidikan Berbasis Nilai Islam Di Sekolah dan Masyarakat Bahrul Ulum; Ambotang; Ali Usman Nasution; Chusnul Muhammad Haris; Sumarno
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Islamic values-based education is an educational system that places religious values ​​as the primary foundation for developing students' character, behavior, and identity. In an era of globalization rife with moral and social challenges, education based on Islamic values ​​is a crucial solution for integrating science and morality. This study aims to analyze the concept, implementation, and strategies for strengthening Islamic values-based education in both schools and the community. Using descriptive qualitative methods through literature review, this study highlights the thoughts of various figures such as Al-Ghazali, Ibn Khaldun, Syed Naquib Al-Attas, as well as modern character education theories. The study's findings indicate that Islamic values-based education must be implemented through a comprehensive approach encompassing an integrated curriculum, educator role models, school culture, and community support. Values ​​such as honesty, trustworthiness, discipline, and responsibility are not only taught but also lived out through practical practices in social life. Collaboration across schools, families, and the community is key to successfully developing a generation with morals and broad perspectives.
Perbandingan Filsafat Pendidikan Islam dan Filsafat Pendidikan Barat Guntur Febri Tinanto; Ahmad Fahrur Rizal; Burhan Abdullah; Sumarno
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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This article aims to comprehensively analyze the comparison of Islamic and Western educational philosophies through ontological, epistemological, and axiological approaches and examine their implications for contemporary education systems. This research uses a qualitative method with library research through descriptive-critical and comparative analysis. The results show that Islamic educational philosophy is based on an integrative theocentric paradigm with revelation as the highest source of knowledge that directs education towards the formation of a perfect human being. Meanwhile, modern Western educational philosophy develops within the framework of rationalism, empiricism, and pragmatism that tend to be anthropocentric and oriented towards the development of individual potential and social progress. The fundamental differences lie in the epistemological sources and orientation of educational goals. Nevertheless, there are common ground in the aspects of developing rationality, social ethics, and human responsibility. This article offers an integrative synthesis as a conceptual contribution to the development of a holistic and contextual education system.
Co-Authors Ahmad Fahrur Rizal Ali Usman Nasution Ambotang Bahrul Ulum Burhan Abdullah Chusnul Muhammad Haris Guntur Febri Tinanto