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All Journal Suhuf Al - Tadabbur: Jurnal Ilmu Al-Qur'an dan Tafsir Mumtaz: Jurnal Studi Al-Quran dan Keislaman Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Khidmatul Ummah: Jurnal Pengabdian Kepada Masyarakat Bulletin of Community Engagement Informatics and Enginering Dedication Al-Hijr: Journal of Adulearn World Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Pengabdian Kepada Masyarakat AL HAZIQ: Journal of Community Service Proceeding of International Conference of Islamic Education
Anshory, Muhammad Isa
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Studi Al-Qur’an dan Al-Hadits Kontemporer: Aliran Pendidikan: Nativisme, Empirisme, Konvergensi dan Fitrah dalam Pendidikan Masithoh, Fisa Bela; Anshory, Muhammad Isa
TSAQOFAH Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i5.7017

Abstract

Human beings are inherently perfect, dynamic, and possess the potential to change and develop. In the field of education, three classical developmental theories serve as foundational frameworks for understanding the origins and growth of human nature. First, Nativism, proposed by Arthur Schopenhauer, argues that human traits are innate and inherited from one’s parents. Second, Empiricism, advanced by John Locke, asserts that individuals develop entirely through experience and environmental influence, rather than heredity. Third, the Convergence theory, formulated by William Stern, combines both perspectives by emphasizing the interaction between hereditary and environmental factors. In the context of educational and scientific advancement, the convergence approach has become increasingly relevant for understanding the complexity of human development. Nevertheless, debates persist regarding which educational elements exert the most influence. This article aims to describe the concept of fitrah from an Islamic perspective as a fundamental distinction from Western views. According to Islam, every human is born with fitrah, a natural inclination toward tawhid, honesty, and goodness, and possesses innate potential that must be guided and nurtured through education. The implication of this concept is that Islamic education must be capable of preserving, managing, and developing human fitrah in alignment with the message of Islam and the divine purpose of humanity as servants and stewards (khalifah) on earth.
Penerapan Pendidikan Adab di MTs Al Kahfi Surakarta Yaman, Nur; Yadi, Yadi; Anshory, Muhammad Isa
TSAQOFAH Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7094

Abstract

This study aims to describe the implementation of character education (adab) at MTs Al Kahfi Surakarta and analyze the roles of teachers and the school environment in shaping students’ character comprehensively. A descriptive qualitative method was employed, with data collected through observation, interviews, and documentation. The findings reveal that character education is integrated into the curriculum through subjects such as Akidah Akhlak and is implemented through daily practices within the school environment. Teachers serve as role models and mentors using a holistic approach, while the school environment fosters an atmosphere conducive to the development of refined character. Nevertheless, challenges remain, including inconsistent application of adab values by students outside of school and the negative influence of social media. The study recommends the development of a continuous character education curriculum and the strengthening of collaboration between schools and families to support the character-building process. Overall, the implementation of character education at MTs Al Kahfi Surakarta is considered effective and positively impacts students' character development.
Co-Authors Abdur Rahman Achmad, Dliya'uddin Agustina, Asri Ahmada, Futiha Alambarra Amaan Al Faizi, Ahmad Akbar Allaily, Nada Rihadatul Aisy Aly, Siti Maesaroh Apriliani, Elina Intan Az Zahrah, Fathimah Azis, Muhamad Abdul Aziz, Nur Bahij, Muhammad Alfan Bahtiar Effendi Bukhari, Didin Saefuddin Chabib, Mudzakir Devy Arisandi Dewi, Rachma Rusdiana Dwi Winarno, Dwi Fandi, Fandi Fani, Farid Al Ferdian Utama Fitria Puji Lestari Haerullah, Haerullah Hafid, Muhammad Syarifudin Handayani, Yekti Hanif Ardiansyah, Hanif Hasanah, Amalia Khamdani, Agus Walid Khoir, Mulyanto Abdullah Kusumawardani, Intan Luthfi, Moh Masithoh, Fisa Bela Miftahurohman, Miftahurohman Muarifah, Muarifah Muharromah, Fityatul Mujiburrohman, M Munawar Kholil Munzillah, Indiarti Muafiqoh Murtadho, Imam Muslimah, Ana Muslimah, Fadhilah Wardatul Muslimin, Edy Mustofa, Ahmad Al Nasarruddin, Razie Bin Nashir, Muhammad Ja’far Ningsih, Sintia Sulistia Nur Hidayah Nurachman, Azhar Nuruddin, Nuruddin Nuryahya, Ikhsan Pamungkas, Maulana Al Bana Rhischa Assabet Shilla, Rhischa Assabet Saifudin, Abdul Ghofar Sani, Mutiara Santoso, Baron Sanusi, M. Sayidah, Aminatus Setyariza, Nur Ayu Siti Rokhimah, Siti Siti Sangadah Solikah, Sofiya Maratus Sriyanta, Sriyanta Sugiyarti, Sri Sutrisno, Agus Thoriq, Jamal Tiar Anwar Bachtiar Wakhidah Kurniawati Wauran, Meissara Putri Andannari Widawati, Sri Erna Yadi, Yadi Yaman, Nur