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All Journal TARBIYA : Journal Education in Muslim Society At-Tadzkir: Islamic Education Journal
M.Suud, Fitriah
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Religion Humanities Education

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Educational Honesty: The Main Philosophical Value in School M.Suud, Fitriah; Sutrisno, Sutrisno; Madjid, Abd.
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 2 2019
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i2.11769

Abstract

AbstractThis study aims at exploring the educational honesty that a school in Aceh has created to discover the fundamental principles and definitions of honesty education that schools have built up to promote integrity in the schools. Data collected through a qualitative approach, interview, observation, and documentation study. The results of this research showed that educational honesty could work well because it focused on universal, academic, and professional principles that established philosophical values.  The definition of truth designed from the foundation level of schools, schools in general and taught in detail in the classroom. The concept of educational honesty is stronger because it has included in the Vision, Mission, Objectives, and School Programs. This research expected to offer a new idea of honesty education in schools.AbstrakStudi ini bertujuan untuk mengeksplorasi kejujuran pendidikan yang telah diciptakan oleh sebuah sekolah di Aceh untuk menemukan prinsip-prinsip dasar dan definisi pendidikan kejujuran yang telah dibangun oleh sekolah untuk meningkatkan integritas di sekolah-sekolah tersebut. Data dikumpulkan melalui pendekatan kualitatif, wawancara, observasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa kejujuran pendidikan dapat bekerja dengan baik karena berfokus pada prinsip-prinsip universal, akademik, dan profesional yang menetapkan nilai-nilai filosofis. Definisi kebenaran dirancang dari tingkat dasar sekolah, sekolah pada umumnya dan diajarkan secara rinci di kelas. Konsep kejujuran pendidikan lebih kuat karena sudah termasuk dalam Visi, Misi, Tujuan, dan Program Sekolah. Penelitian ini diharapkan dapat menawarkan gagasan baru tentang pendidikan kejujuran di sekolah.How to Cite: Suud, F. M., Sutrisno, Majid, A. (2019).   Educational Honesty: The Main Philosophical Value in School. TARBIYA: Journal of Education in Muslim Society, 6(2), 141-154. doi:10.15408/tjems.v6i2. 11769.
Educational Honesty: The Main Philosophical Value in School M.Suud, Fitriah; Sutrisno, Sutrisno; Madjid, Abd.
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 2 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i2.11769

Abstract

AbstractThis study aims at exploring the educational honesty that a school in Aceh has created to discover the fundamental principles and definitions of honesty education that schools have built up to promote integrity in the schools. Data collected through a qualitative approach, interview, observation, and documentation study. The results of this research showed that educational honesty could work well because it focused on universal, academic, and professional principles that established philosophical values.  The definition of truth designed from the foundation level of schools, schools in general and taught in detail in the classroom. The concept of educational honesty is stronger because it has included in the Vision, Mission, Objectives, and School Programs. This research expected to offer a new idea of honesty education in schools.AbstrakStudi ini bertujuan untuk mengeksplorasi kejujuran pendidikan yang telah diciptakan oleh sebuah sekolah di Aceh untuk menemukan prinsip-prinsip dasar dan definisi pendidikan kejujuran yang telah dibangun oleh sekolah untuk meningkatkan integritas di sekolah-sekolah tersebut. Data dikumpulkan melalui pendekatan kualitatif, wawancara, observasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa kejujuran pendidikan dapat bekerja dengan baik karena berfokus pada prinsip-prinsip universal, akademik, dan profesional yang menetapkan nilai-nilai filosofis. Definisi kebenaran dirancang dari tingkat dasar sekolah, sekolah pada umumnya dan diajarkan secara rinci di kelas. Konsep kejujuran pendidikan lebih kuat karena sudah termasuk dalam Visi, Misi, Tujuan, dan Program Sekolah. Penelitian ini diharapkan dapat menawarkan gagasan baru tentang pendidikan kejujuran di sekolah.How to Cite: Suud, F. M., Sutrisno, Majid, A. (2019).   Educational Honesty: The Main Philosophical Value in School. TARBIYA: Journal of Education in Muslim Society, 6(2), 141-154. doi:10.15408/tjems.v6i2. 11769.
Educating in the Midst of Digital Flow: Teachers' Perspectives on Progressive Islamic Education and the Formation of a Resilient Generation Mirawati, Mirawati; Musslifah, Anniez Rachmawati; Abbasov, Ramil; M.Suud, Fitriah
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.209

Abstract

The rapid development of digital technology has had a significant impact on various educational practices, including Islamic education, which are currently required to be more adaptive, contextual, and responsive to the demands of the digital era. This research aims to explore teachers’ perspectives on the concept and implementation of progressive Islamic education in forming a resilient generation. Progressive Islamic education, as defined in this study, is an approach that integrates Islamic values with 21st-century competencies, while emphasizing holistic development in the spiritual, intellectual, emotional, and social dimensions. This study uses a qualitative phenomenological method involving 12 teacher informants with diverse educational backgrounds. Data were collected through in-depth interviews and analyzed using thematic coding to identify patterns of meaning in teachers’ experiences and interpretations. These findings reveal that teachers view progressive Islamic education as a dynamic and open framework that encourages critical thinking, fosters a contextual understanding of Islamic teachings, and promotes the cultivation of ethical and social responsibility. Teachers also emphasize their role as facilitators who guide students in forming values, rather than simply transmitting religious doctrines. However, challenges remain in practice, including limited digital infrastructure, curriculum rigidity, and persistence of conventional pedagogical models. These results provide implications for systemic support and pedagogical innovation to strengthen the implementation of progressive Islamic education. This research contributes to the discourse on Islamic education reform, aligning spiritual values with the realities of digital transformation.
Co-Authors Abbasov, Ramil Abd. Madjid, Abd. Anniez Rachmawati Musslifah Mirawati Mirawati Sutrisno, Sutrisno