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Islamisasi Ilmu sebagai Jawaban atas Sekularisasi Pendidikan di Indonesia Mardiati M; St. Nurhayati Ali; Nursia Nursia; Muh Iqbal Muhidin; Zulbina Zulbina
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 10 (2025): Edisi Desember 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i10.557

Abstract

The secularization of education is a global phenomenon that has influenced the Indonesian education system, characterized by the separation of religious values ​​from the process of developing knowledge. This condition has resulted in educational practices that emphasize cognitive and technical aspects, while ignoring spiritual, moral, and ethical dimensions. This article aims to analyze the concept of the Islamization of knowledge as an alternative educational paradigm capable of addressing the challenges of secularization. This research uses a qualitative approach with a literature study method of various relevant primary and secondary sources, such as books, journal articles, and educational policy documents. The results of the study indicate that the Islamization of knowledge is not intended as a rejection of modern science, but rather as an integrative effort to place knowledge within the framework of monotheistic values. This concept emphasizes the unity of knowledge, faith, and good deeds, so that education not only produces individuals who are intellectually intelligent but also have character and are morally responsible. In the context of Indonesian education, the Islamization of knowledge has the potential to become a philosophical foundation in curriculum development, learning processes, and national education goals that align with the religious values ​​of Indonesian society. Thus, the Islamization of knowledge can be understood as a conceptual and practical solution to address the secularization of education, as well as an effort to build a holistic and civilized education system.
Pembelajaran Berbasis Keteladanan sebagai Strategi Penguatan Nilai dan Sikap Rosmiati Ramli; Mardiati M; Nursia Nursia; Zulbina Zulbina
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.580

Abstract

Role-playing-based learning is a strategic approach to strengthening students' values ​​and attitudes amidst the moral challenges of the era of globalization and digitalization. This article aims to comprehensively examine the role of role models in shaping character, discipline, empathy, tolerance, and a positive learning climate through a literature review method. The study employed a qualitative approach by reviewing various scientific sources in the form of national and international journal articles, proceedings, and relevant academic books published in the last ten years. Data analysis was conducted through the stages of collection, classification, reduction, and synthesis of findings. The results of the study indicate that teacher role models directly influence the internalization of student values ​​through the processes of observation, imitation, and habituation. A school culture built on collective role models has been shown to strengthen attitudes of discipline and social awareness. Furthermore, role models are more effective than instructional approaches in fostering empathy and tolerance. Role models also create a safe classroom climate, increase learning motivation, and strengthen the quality of learning interactions. Furthermore, role-playing-based learning functions as both a pedagogical and moral strategy because it integrates academic objectives with character building. This study confirms that role modeling is not only a method for developing attitudes, but also an important foundation for building meaningful education oriented toward holistic human development. These findings are expected to provide a theoretical and practical basis for developing character education in schools.
Co-Authors Mardiati M Muh Iqbal Muhidin Rosmiati Ramli St. Nurhayati Ali Zulbina Zulbina