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All Journal Indonesian Society and Religion Research IERA, Islamic Education and Research Academy
Hasnatun Nadia
Institut Agama Islam Negeri Curup
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Relasi Pengasuhan, Pendidikan, dan Pembentukan Karakter dalam QS. Asy-Syu’ara Ayat 18: Studi Tekstual dan Kontekstual Hasnatun Nadia; Yusefri; Busra Febriyarni; Noza Aflisia
IERA, Islamic Education and Research Academy Vol. 7 No. 2 (2026): July 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i2.2127

Abstract

The formation of children’s character is often understood merely as the outcome of parental nurturing, without adequately considering its moral and spiritual dimensions. QS. Asy-Syu’ara verse 18 records Pharaoh’s statement reminding Prophet Musa that he had been nurtured (nurabbika) within Pharaoh’s household since childhood. This verse presents a paradoxical case: a prophet of noble character raised within a tyrannical household. This study aims to analyze the textual meaning of the term nurabbika in QS. Asy-Syu’ara verse 18 and to examine its contextual relevance to the relationship between nurturing (pengasuhan), education (pendidikan), and character formation in Islamic education. This study employs a qualitative method with a library research approach and content analysis of Qur’anic commentaries, books, and journal articles related to parenting and character education. The findings indicate that the term nurabbika textually refers to physical and material nurturing, while the narrative context of the verse shows that such nurturing alone is not sufficient to determine a person’s character. Prophet Musa’s noble character was formed through the synergy of fitrah (innate disposition), the intervention of his biological mother, and divine guidance, despite growing up in Pharaoh’s palace. Thus, QS. Asy-Syu’ara verse 18 offers an important lesson for contemporary Islamic education that nurturing must be accompanied by value-based education, not merely the fulfillment of physical needs, in order to form a strong and noble character
Pendidikan Islam dalam Masyarakat Plural: Merumuskan Kerangka Pendidikan Islam Inklusif Berbasis Moderasi Beragama Hasnatun Nadia; Nelson; Sutarto; mirzon daheri
Indonesian Society and Religion Research Vol. 3 No. 3 (2026): Indonesian Society and Religion Research
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/isah.v3i3.1501

Abstract

Pluralitas agama, etnis, dan budaya merupakan fakta sosial masyarakat kontemporer, tetapi pendidikan Islam belum selalu menerjemahkannya ke dalam praktik pembelajaran yang membekali peserta didik untuk hidup bersama dalam perbedaan tanpa kehilangan keteguhan iman. Penelitian ini bertujuan menganalisis tantangan pendidikan Islam dalam masyarakat plural, memetakan landasan normatifnya, dan merumuskan kerangka reorientasinya. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan. Data diambil dari 18 artikel jurnal terbitan 2022–2026 serta 10 buku dan bab buku terbitan 2016–2021, kemudian dianalisis secara tematik. Hasil kajian menunjukkan bahwa tantangan utama meliputi kurikulum yang masih normatif, keterbatasan kompetensi guru dalam pembelajaran multikultural, resistensi ideologis dan kekhawatiran orang tua terhadap identitas, polarisasi digital, serta pada konteks minoritas Muslim ketegangan antara komitmen keagamaan dan ekspektasi sekuler. Landasan normatif Islam, yaitu ta'aruf, tasamuh, 'adl, dan wasathiyyah, menyediakan pijakan yang kokoh bagi pendidikan inklusif. Reorientasi yang diusulkan mencakup lima dimensi: tujuan pendidikan, konten kurikulum, pedagogi, kompetensi guru, dan ekosistem sosial-digital. Penelitian ini berargumen bahwa pluralisme perlu diposisikan bukan sebagai ancaman bagi identitas keagamaan, melainkan sebagai medan pengamalan nilai-nilai Islam. Kerangka ini bersifat konseptual dan masih memerlukan pengujian empiris di ruang kelas dan komunitas.
Co-Authors Busra Febriyarni Daheri, Mirzon Nelson Noza Aflisia Sutarto Sutarto Yusefri