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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Al Fikra : Jurnal Ilmiah Keislaman Islam Futura Al-Albab Pendas : Jurnah Ilmiah Pendidikan Dasar AT-TURAS: Jurnal Studi Keislaman Tadrisuna : Jurnal Pendidikan Islam dan Kajian Keislaman Al-Riwayah : Jurnal Kependidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Komunikasi Islam JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Akademika : Jurnal Pemikiran Islam ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin Tsaqofah: Jurnal Penelitian Guru Indonesia Indo Green Journal EDUCATE : Journal of Education and Culture Journal Of Psychology, Counseling And Education Jurnal Manajemen Pendidikan Islam AT-THUFULY: Jurnal Pendidikan Islam Anak Usia Dini Pedagogik Da'watuna: Journal of Communication and Islamic Broadcasting Jurnal Dieksis ID Journal in Teaching and Education Area Proceeding Of International Conference On Education, Society And Humanity AT-TAKLIM: Jurnal Pendidikan Multidisiplin Jurnal Pendidikan Nusantara PESHUM Indo Green Journal Cermat : Jurnal Cendekiawan dan Riset Multidisiplin Akademik Terintegrasi Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat PUDAK: Local Wisdom Community Journal Interdisciplinary Explorations in Research Journal (IERJ) INTIFA: Journal of Education and Language Immortalis Journal of Interdisciplinary Studies Jurnal Dinamika Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Jelajah Ekonomi: Jurnal Ekonomi dan Bisnis Indonesia ATTANWIR: Jurnal Keislaman dan Pendidikan Indonesian Journal of Applied Community Research Al-Ilmiya: Jurnal Pendidikan Islam

Noorhayati, Siti Mahmudah

Institut Agama Islam Nasional Laa Roiba Bogor, Indonesia

Author-ID : 1467460

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 57 Documents Claim Missing Document

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Islamic Educational Philosophy as a Foundation for Character Education in Schools Reno Aji Prayitno; Ali Patoni; Mufid Renov Maradika; Siti Mahmudah Noorhayati
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/40wy3269

Character education has become a central concern in contemporary education due to increasing moral, social, and technological challenges among learners. Various problems such as declining discipline, dishonesty, weak responsibility, low social concern, and identity crises indicate that education should not only emphasize cognitive achievement but also strengthen moral and spiritual formation. This study aims to analyze Islamic educational philosophy as a foundation for character education in schools through ontological, epistemological, and axiological perspectives. This research employs a qualitative approach using library research. Data were obtained from books, scholarly journal articles, legal documents, and relevant academic sources related to Islamic educational philosophy and character education. The data were analyzed through content analysis and philosophical interpretation. The findings show that Islamic educational philosophy provides a comprehensive framework for character education through the concepts of tawhid, fitrah, akhlaq, and insan kamil. Ontologically, learners are viewed as human beings endowed with moral potential. Epistemologically, Islamic education integrates revelation, reason, and experience. Axiologically, noble character is positioned as the ultimate goal of education. This study contributes to the development of Islamic values-based character education that is holistic, integrative, and relevant to the digital era.

Moral And Spiritual Education In Buya Hamka's Educational Thought Affan Haydar; Siti Mahmudah Noorhayati
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/ef6z2g18

The rapid transformation of modern society driven by technological advancement, globalisation, and socio-cultural change has generated significant challenges for Islamic education, particularly in addressing moral decline, spiritual alienation, and the dehumanisation of educational practices. This study aims to analyse the concepts of moral and spiritual education in the thought of Buya Hamka and examine their relevance to contemporary Islamic education. The research employs a qualitative library research approach using philosophical hermeneutics as the primary analytical framework. Primary data were derived from Hamka’s major works, including Tasawuf Modern, Lembaga Budi, Pribadi Hebat, and Tafsir al-Azhar, while secondary data were obtained from scholarly books, journal articles, and related academic studies. Data were analysed through content analysis and contextual interpretation to identify the fundamental principles and educational implications of Hamka’s ideas. The findings reveal that Hamka’s educational philosophy is founded upon an integrative paradigm that harmonises intellectual, moral, and spiritual dimensions. Moral education is centred on character formation through value internalisation, exemplary conduct, and ethical habituation, while spiritual education emphasises the strengthening of faith, worship, self-control, and inner purification through the framework of modern Sufism. The novelty of this study lies in its integrated examination of morality and spirituality as a unified epistemological foundation of Islamic education. The study concludes that Hamka’s thought offers a relevant and transformative educational paradigm capable of addressing contemporary moral and spiritual crises while promoting holistic human development based on religious humanism and Islamic values.

Konsep Sa'adah Sebagai Tujuan Akhir Pendidikan dalam Filsafat Al-Farabi Amisah Amisah; Siti Mahmudah Noorhayati
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.547

Penelitian ini bertujuan mengkaji konsep sa'adah (kebahagiaan sejati) sebagai tujuan akhir pendidikan dalam filsafat Al-Farabi, serta menganalisis bagaimana konsep tersebut membentuk struktur, jenjang, dan orientasi sistem pendidikan yang dirumuskannya. Metode: Penelitian menggunakan pendekatan kualitatif jenis kepustakaan (library research) dengan analisis isi dan hermeneutika filosofis terhadap karya primer Al-Farabi, terutama Mabādi' Ārā' Ahl al-Madīna al-Fāḍila dan Iḥṣā' al-'Ulūm, yang dikuatkan dengan kajian sistematis atas literatur sekunder berupa artikel jurnal terbitan terbaru. Hasil: Sa'adah dalam pemikiran Al-Farabi merupakan puncak kesempurnaan jiwa manusia yang dicapai melalui perpaduan empat keutamaan—teoritis, pemikiran (deliberatif), moral, dan praktis—serta melalui jenjang perkembangan akal dari akal potensial menuju akal mustafad yang terhubung dengan akal aktif (al-'aql al-fa'āl). Pendidikan dalam kerangka ini dirancang secara hierarkis: dimulai dari bahasa dan logika, berlanjut ke ilmu-ilmu matematis dan alam, lalu metafisika, dan bermuara pada ilmu-ilmu praktis (etika dan politik), dengan kebahagiaan sosial-politik dalam al-madīna al-fāḍila (kota/negara utama) sebagai penopang kebahagiaan individual. Pembahasan mengaitkan temuan ini dengan teori pendidikan karakter kontemporer dan menunjukkan bahwa pemikiran Al-Farabi menawarkan resolusi atas dualisme kognisi-karakter yang masih menjadi problem pendidikan modern. Kontribusi: Penelitian ini menyumbangkan kerangka konseptual “pendidikan berorientasi sa'adah” (sa'adah-oriented education) sebagai rujukan filosofis bagi perumusan tujuan dan kurikulum pendidikan, khususnya pendidikan Islam, yang berorientasi pada keseimbangan intelektual, moral, dan sosial.

Konsep Ta’dib dalam Filsafat Pendidikan Syed Muhammad Naquib Al-Attas dan Relevansinya terhadap Krisis Adab Modern Neni Hariyani Hairunnisa; Dayu Sumantoro; Siti Maryam; Siti Mahmudah Noorhayati
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 13 No. 3 (2026): JULI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/pw3d6310

This study aims to analyze the concept of ta’dīb in the philosophy of education proposed by Syed Muhammad Naquib Al-Attas and its relevance to the crisis of adab in modern education. The crisis of modern education is not merely related to technical-pedagogical issues but is rooted in epistemological and ontological problems resulting from the dominance of secular, positivistic, and utilitarian paradigms that separate knowledge from spiritual and moral values. This research employs a qualitative method with a library research approach. Primary data were obtained from the works of Syed Muhammad Naquib Al-Attas, particularly Islam and Secularism and The Concept of Education in Islam, while secondary data were collected from relevant books, journals, and scholarly articles. Data were analyzed using a descriptive-analytical method with philosophical and hermeneutical approaches to understand the epistemological, ontological, and axiological dimensions of the concept of ta’dīb. The findings reveal that ta’dīb represents an integrative and holistic concept of Islamic education, positioning adab as the core of education in shaping a civilized human being (insān ādabī). This concept emphasizes not only the acquisition of knowledge but also the development of moral character, spirituality, and ontological awareness in relation to God, humanity, and nature. Furthermore, ta’dīb demonstrates strong relevance in addressing the problems of secularization, the dichotomy of knowledge, and moral degradation in modern education through the integration of knowledge and values within the framework of tawḥīd. Therefore, ta’dīb can be regarded as a relevant and transformative paradigm of Islamic education in responding to the crisis of adab in the modern era.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.547

ONTOLOGICAL FRAMEWORK OF ISLAMIC STUDIES: A PHILOSOPHICAL REVIEW OF THE RELATIONSHIP BETWEEN REVELATION AND REASON IN CONTEMPORARY ISLAMIC THOUGHT DISCOURSE Rifki Alfauzi; Siti Mahmudah Noorhayati
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

The ontology of Islamic studies is a philosophical foundation that serves to explain the essence of Islam in its transcendental, humanitarian, cosmological, and socio-historical dimensions. This study uses a qualitative approach with a philosophical analysis of the latest literature from the past five years. The discussion focuses on the definition of the ontology of Islamic studies, its scope and object of study, the relationship between revelation and reason, and its relevance in the contemporary era. The results of the study indicate that the ontology of Islamic studies positions revelation as an absolute source of knowledge that synergizes with reason to present an integrative and contextual scientific paradigm. In the contemporary era, the ontology of Islamic studies is relevant in strengthening the identity of Islamic scholarship, building ethics in the development of science and technology, and providing solutions to problems in education, morality, and socio-religious matters. Thus, this study confirms that the ontology of Islamic studies is not only theoretical but also applicable in addressing global challenges.

Skill Project Module as a Means of Building Morals and Leadership Spirit of Students at Daarul Mutqin Islamic Boarding School, Bogor, West Java Muhamad As'ad Humam; Siti Mahmudah Noorhayati
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.89

This study aims to analyze the implementation of the Skill Project Module as a medium for fostering moral character and leadership spirit among students (santri) at Daarul Mutqin Islamic Boarding School, Bogor, West Java. This research is motivated by the need for integrative character education that combines religious values with practical skills and leadership development. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving pesantren leaders, teachers, and students. The findings show that the Skill Project Module effectively supports the formation of moral values such as honesty, responsibility, discipline, cooperation, and independence through structured project-based activities that encourage active participation, teamwork, and problem-solving. In addition, the module strengthens students’ leadership qualities by providing opportunities to manage tasks, make decisions, and reflect on their actions under mentor guidance. This study highlights the importance of project-based skill programs as a strategic instrument for sustainable character and leadership development in Islamic boarding schools.

Pendidikan Pesantren dan Transformasi di Era Digital Sebuah Tinjauan Filosofis dan Pedagogis Saimin Saimin; Siti Mahmudah Noorhayati
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11094

Although digital transformation in pesantren education has been discussed in various studies, studies that comprehensively integrate philosophical and pedagogical dimensions remain limited. This study aims to analyze the philosophical foundations, challenges, and direction of pesantren education transformation in the digital era. This study used a qualitative approach with a literature study design. Data were obtained through documentation of books, journal articles, regulations, and relevant scholarly sources on pesantren education, Islamic educational philosophy, digital literacy, and pedagogical transformation. The data were analyzed using content analysis and thematic analysis through the stages of identification, classification, interpretation, and synthesis. The results show that the transformation of pesantren education includes strengthening ontological, epistemological, and axiological foundations; integrating the turats curriculum with technology; changing the roles of kiai and santri; developing digital literacy; and implementing contextual and hybrid learning. This study produces a transformation framework that connects tauhid, adab, an integrative knowledge system, and digital competence. The conclusion of this study affirms that technology needs to be positioned as an educational tool guided by Islamic values, rather than as the primary goal of pesantren transformation. The implications of this study include the importance of strengthening educator competence, digital ethics, data security, and technology-based learning governance so that the transformation of pesantren education remains relevant, adaptive, and rooted in the identity of Islamic scholarship.

Strategi Komunikasi Organisasi dalam Meningkatkan Efektivitas Program Kerja Mahasiswa: Studi Kasus Organisasi Mahasiswa IAI Nasional Laa Roiba Bogor Bayu Segara Putra Firdenik; Siti Mahmudah Noorhayati
JKEN: Jurnal Kajian Ekonomi Nasional Vol 1 No 3 (2026): Jelajah Ekonomi: Jurnal Ekonomi dan Bisnis
Publisher : PT Bukuloka Literasi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65307/je.v1i3.137

Organizational communication plays a strategic role in supporting the successful implementation of student work programs in higher education institutions. Student organizations, as platforms for developing leadership potential and social skills, require effective communication strategies to ensure that all activities are well coordinated and aligned with predetermined goals. This paper aims to describe and analyze organizational communication strategies applied within student organizations at IAI Nasional Laa Roiba Bogor and their implications for the effectiveness of student work programs. The approach emphasizes an in-depth understanding of communication processes occurring during the planning, implementation, and evaluation of work programs. The findings indicate that vertical, horizontal, and informal communication implemented in an open and participatory manner enhances interdepartmental coordination, clarifies task distribution, and encourages active member participation. The use of digital communication media also contributes to faster information dissemination and minimizes communication barriers. Furthermore, dialogical organizational communication strengthens motivation, sense of belonging, and member responsibility toward work program implementation. Therefore, well-planned, adaptive, and inclusive organizational communication strategies are key factors in improving the effectiveness of student work programs and strengthening the performance of student organizations at IAI Nasional Laa Roiba Bogor. Keywords: Organizational Communication Strategies, effectiveness of student programs, internal communications

Studi Komparatif Pemikiran Al-Ghazali dan John Dewey dalam Konteks Pendidikan Kontemporer Siti Zainab; Istul Maula; Mohammad Thoyib Maulana; Abdul Muhaimin Akhmadi; Siti Mahmudah Noorhayati
Jurnal Dieksis ID Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/dieksis.6.1.2026.1132

Urgensi penelitian ini untuk menjembatani pemikiran pendidikan klasik Islam Al-Ghazali dan filsafat pendidikan progresif John Dewey guna merumuskan pendekatan pendidikan kontemporer yang holistik, kontekstual, dan relevan dengan tantangan zaman. Pendidikan kontemporer menghadapi tantangan serius akibat globalisasi, digitalisasi, dan perubahan struktur sosial yang mendorong orientasi pragmatis sekaligus berpotensi mereduksi dimensi reflektif dan kemanusiaan. Artikel ini bertujuan menganalisis secara komparatif pemikiran Al-Ghazali dan John Dewey dalam konteks pendidikan kontemporer untuk menawarkan perspektif alternatif yang lebih holistik. Penelitian ini menggunakan metode kajian literatur dengan sumber data primer berupa karya Al-Ghazali Ihya’ ‘Ulum al-Din dan Ayyuha al-Walad, serta karya John Dewey Democracy and Education, yang didukung oleh literatur ilmiah nasional dan internasional bereputasi dalam sepuluh tahun terakhir. Analisis dilakukan melalui pendekatan interpretatif, komparatif, dan kontekstual. Hasil kajian menunjukkan bahwa Al-Ghazali memandang pendidikan sebagai proses penyucian jiwa dan pembentukan akhlak yang berorientasi pada kebahagiaan duniawi dan ukhrawi, sedangkan John Dewey menekankan pendidikan sebagai proses pertumbuhan berkelanjutan berbasis pengalaman, refleksi kritis, dan partisipasi demokratis. Meskipun berbeda secara epistemologis dan metafisik, kedua tokoh sama-sama menolak pendidikan yang bersifat mekanistik dan reduksionistik. Artikel ini menegaskan pentingnya sintesis nilai spiritual-etik dan pendekatan pragmatis-humanistik sebagai landasan pengembangan paradigma pendidikan kontemporer yang integratif, kontekstual, dan berorientasi pada pemanusiaan.

Co-Authors Abd. Hafid Abdul Haris Abdul Muhaimin Akhmadi Abdurrahman Abdurrahman Hakim Abi Thohir Muhammad Al Kautsar Rohman Addawiyah, Aishah Ayu Ade Junaidi Rahmat Ade, Moses Affan Haydar Agustianda Ahmad Khoirul Fata Ahmad Khoirul Fata Ahmad Nurkholis Ahmad Sudarmanto Rohman Aldira Salsabilla Alfiyah, Nur Ali Patoni Ali, Makhrus Amisah Amisah An Nu'man Ananda Pane Annisa Sayyidatul Aulia Arif Setiawan Alfiyanto Aura Sufi Sabila Azhar Azmi Manurung Bayu Segara Putra Firdenik Cesa Cesa Chika Salzabila Damayanti Chotami Fajrin Lowchin Dayu Sumantoro Despita Amalina Harahap Devi Fitri Islamiyah Dewi Sri Wahyuniarti Djamil, Zakiyah Muhammad Eni Fariyatul Fahyuni Esti Purwanti Faiqotus Nabila Fathullah Ghazali Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati, Fatmawati Fera Ayu Lestariningtyas Fitrianti Wulandari Gustiranda, Anugrah Hadi Supratman Hanafi Hidayatullah Ibnu Al-Kautsar Harahap Istul Maula Januariansyah Arfaizar Kalsum , Minangsih Kalsum Minangsih, Kalsum Khoiroh, Ummul Kholid Jamhuri Harahap Kinanti Indiarti M Mutawakkilallah M Yamin M. Fauzan Almursyidi M. Masyhuri M. Shoffa Saifillah Al Faruq Mahfudz Khudhori Makhasin Masdar Helmi Meysi Salsahbilla Mohammad Thoyib Maulana Mufarochah, Siti Mufid Renov Maradika Muhamad Arif Muhamad As'ad Humam Muhammad Basith A Muhammad Kamalludin Muhammad Shoffa Saifillah A.F Munawir Naning Yuliani Nasrullah Muhammad Anshor Naufal Hilmi Neni Hariyani Hairunnisa Nur Hasan Nur'aini Nurul Hikmah Paradita Purnama Rahmad Fadhli Rani Selfiana Reno Aji Prayitno Rifki Alfauzi Rizal Setiawan Rohman Robbaniyyah, Khodijah Irbatur Romiyati Saepul Malik Saifuddin Saifuddin Saimin Saimin Salasiah Salasiah Samsimah Siti Hotija Siti Maryam Siti Zainab Syifa Zulfi T. Lailatul Sahanry Umi Masturoh Widya Eka Putri Pohan Widyaningrum, Novita Yahanan Yahanan Yahanan Yahanan Yahanan Yahanan Yahanan Yusdani Zainuddin Abas Zamzami Islamy Zulfahmi

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