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The implementation of the theoretical humanism paradigm in holistic education Primarni, Amie; Masuwd, Mowafg; Makmudi, Makmudi; Fa’atin, Salmah; Nuhdi, Asep
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.601

This article examines the implementation of the theoretical humanism paradigm in holistic education, an approach that integrates human values and divine values. The research question asked is why it uses the paradigm of theoretical humanism to be implemented in holistic education. This research aims to explore the theory, philosophical foundation, and application of holistic education based on theocentric humanism. With the library research method, the results of the study show that the implementation of this paradigm includes the formulation of a curriculum based on divine values, moral reinforcement through reflective practices, the development of spirituality-based critical thinking skills, and the formation of a school culture that supports spiritual and intellectual harmony. This paradigm is also in line with the values of the Qur'an and hadith, which emphasizes morality and belief in the formation of a whole character. The conclusion suggests that this approach provides a solid foundation philosophically and provides practical implications in preparing students for worldly challenges while achieving greater spiritual closeness. This article is expected to contribute to the development of a curriculum based on divine and human values in the context of Islamic education to answer the challenges of modern education.

Integration of Hadith-Based Moral Education in Holistic Education in the 5.0 Era: A Systematic Literature Review Primarni, Amie; Fa’atin, Salmah; Makmudi, Makmudi; Nuhdi, Asep; Herlina, Herlina
Journal of Education and Computer Applications Vol. 2 No. 1 (2025)
Publisher : Institute Of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/jeca.v2i1.18

This study explores the integration of hadith-based moral education within the framework of 5.0 holistic education through a Systematic Literature Review (SLR). The purpose is to identify the principles, values, and strategies found in prophetic traditions that support the moral development of children, and to examine their alignment with holistic educational paradigms. The method involves collecting relevant literature from databases such as Google Scholar, Scopus, Web of Science, and DOAJ using specific keywords. Articles were screened using the PRISMA flowchart and analyzed thematically to extract recurring concepts and educational practices. The findings indicate that hadith-based moral education emphasizes emotional intelligence, spiritual growth, and value-based learning—core aspects of holistic education. However, research explicitly connecting hadith and holistic approaches remains scarce. The limited incorporation of prophetic values in current educational systems reflects a significant gap and highlights the need for contextual adaptation. This study’s originality lies in its attempt to bridge Islamic traditions with modern educational needs through an integrative framework. Limitations include the scope of databases and possible language bias. In conclusion, this study offers both theoretical insights and practical guidance for educators, parents, and policymakers seeking to foster character development through spiritually grounded, holistic learning models.

Arabic Language Learning Syntax in Madrasah Diniyyah Takmiliyyah Nuhdi, Asep; Maswani, Maswani
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.44787

The development of Arabic teaching methods can be carried out by a creative and innovative teacher who always pays attention to the principles of language teaching and is able to collect ideas or ideas to mix from ordinary to extraordinary things. The focus of this research is on the concept of developing language learning methods. Arabic at Madrasah Dinoyyah Takmiliyyah is then applied in learning Arabic. This research material was also expanded with the development of Arabic language learning methods that had been carried out in Indonesia as a comparison between theory and its realization in Indonesia. The research method in this research was the type of research used, namely library research and field research. The use of this approach is adapted to the main objectives of the research, namely to describe and analyze the development of Arabic language learning methods and to be transformed in Madrasah Diniyyah Takmiliyyah. The results and discussion are that if the purpose of learning Arabic is to make students proficient in Arabic which is characterized by mastery of the four language skills , then the methods and methods used must be adapted to that purpose. At least to make students proficient in the four skills is to use the syam'iyyah syafawiyyah method for listening and speaking. Also coupled with the deliberation method. For reading skills is the qira'ah method. Meanwhile, writing skills use imla techniques and drill/practice methods.

Hadith Values and HOTS in Deradicalization: A Curriculum Design to Foster Critical Thinking and Counter Radicalism Nuhdi, Asep; Muslimin, JM; Primarni, Amie
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i1.1430

The phenomenon of radicalism among youth and students necessitates the development of an Islamic education curriculum that not only promotes the values of religious moderation but also cultivates Higher Order Thinking Skills (HOTS). This study aims to identify the values of religious moderation found in hadith and analyze their relevance for designing a deradicalization-oriented curriculum integrated with HOTS. Employing a qualitative descriptive approach through library research, primary data were sourced from authentic hadith books such as Sahih al-Bukhari, Sahih Muslim, and Sunan Abu Dawud, while secondary data were drawn from literature related to Islamic education, HOTS, and curriculum studies. Content analysis was used to extract moderation values, and thematic synthesis was applied to map these values onto HOTS indicators: analysis, evaluation, and creation. The findings highlight five key values from hadith—tolerance (tasamuh), justice, deliberation, non-violence, and respect for diversity—which can be systematically integrated into the curriculum to foster critical and inclusive thinking among students. The originality of this study lies in its theoretical model that bridges prophetic values and cognitive frameworks, a rarely explored intersection. A major limitation is the absence of empirical testing, and future research is recommended to implement and evaluate the proposed model in educational settings. In conclusion, integrating hadith values into HOTS-oriented curricula can play a transformative role in shaping moderate and high-thinking learners, and serve as a strategic response to the challenge of radicalism in education.

FOSTERING BALANCED THINKING THROUGH HOLISTIC MODERATION EDUCATION: A STUDY OF THE URBAN MUSLIM SOCIETY Primarni, Amie; Yusof, Nabilah; Nuhdi, Asep; Makmudi, Makmudi
AKADEMIKA: Jurnal Pemikiran Islam Vol 30 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/akademika.v30i1.10085

This study examines the application of moderation education based on a holistic approach as the key to building a balance of thinking to overcome radicalism and intolerance, especially in the context of the Contemporary Urban Muslim Society. This holistic approach integrates intellectual, emotional, social, and spiritual aspects to form a moderate, tolerant, and open-minded character, relevant to urban challenges such as cultural pluralism, secularism, and global information penetration. The study uses a qualitative method with a phenomenological approach to explore the lived experiences and perspectives of students, educators, principals, and parents in educational institutions implementing holistic moderation education. Data were collected through in-depth interviews, participant observation, and document analysis to understand how moderation values are internalized in everyday learning practices. The findings show that the balance of thought resulting from holistic education effectively enhances critical thinking, empathy, and appreciation for diversity, key foundations in preventing extremism. In urban Muslim communities, interactive learning methods such as group discussions, cross-cultural studies, and project-based learning are essential to support the internalization of moderate values in complex social environments. The novelty of this study lies in its phenomenological insight into how holistic education fosters inclusive, progressive, and peace-oriented Muslim youth. However, the scope of this study is limited to urban Muslim settings, and the findings may not fully represent broader or rural contexts. This approach is expected to offer a contextual model for cultivating tolerance and resilience in global social dynamics while staying rooted in Islamic values.

PENGEMBANGAN METODE PEMBELAJARAN BAHASA ARAB DI MADRASAH DINIYYAH TAKMILIYYAH BERBASIS ANALISIS PROBLEM SOLVING Nuhdi, Asep
THORIQOTUNA: Jurnal Pendidikan Islam Vol. 5 No. 2 (2022): THORIQOTUNA: Jurnal Pendidikan Islam
Publisher : Prodi PAI IAILM Suryalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47971/tjpi.v5i2.567

The development of Arabic teaching methods can be carried out by a creative and innovative teacher who always pays attention to the principles of language teaching and is able to collect ideas or ideas to mix from ordinary to extraordinary things. The focus of this research is on the concept of developing language learning methods. Arabic at Madrasah Dinoyyah Takmiliyyah is then applied in learning Arabic. This research material was also expanded with the development of Arabic language learning methods that had been carried out in Indonesia as a comparison between theory and its realization in Indonesia. The research method in this research was the type of research used, namely library research and field research. The use of this approach is adapted to the main objectives of the research, namely to describe and analyze the development of Arabic language learning methods and to be transformed in Madrasah Diniyyah Takmiliyyah. The results and discussion are that if the purpose of learning Arabic is to make students proficient in Arabic which is characterized by mastery of the four language skills , then the methods and methods used must be adapted to that purpose. At least to make students proficient in the four skills is to use the syam'iyyah syafawiyyah method for listening and speaking. Also coupled with the deliberation method. For reading skills is the qira'ah method. Meanwhile, writing skills use imla techniques and drill/practice methods Pengembangan metode pengajaran bahasa Arab dapat dilakukan oleh seorang guru yang kreatif dan inovatif yang selalu memperhatikan prinsip-prinsip pengajaran bahasa dan mampu mengumpulkan gagasan atau ide untuk diramu dari hal-hal yang biasa menjadi luar biasa.Fokus bahasan penelitian ini kepada konsep pengembangan metode pembelajaran Bahasa arab di Madrasah Dinoyyah Takmiliyyah kemudian diaplikasikan dalam pembelajaran bahasa Arab. Materi peniltian ini juga diperluas dengan pengembangan metode pembelajaran bahasa Arab yang telah dilakukan di Indonesia sebagai bahan perbandingan antara teori dan realisasinya di Indonesia Metode Peneltian dalam penelitian ini jenis penelitian yang digunakan yaitu metode penelitian kepustakaan dan penelitian lapangan (field research). Penggunaan pendekatan ini disesuaikan dengan tujuan pokok penelitian, yaitu mendeskripsikan dan menganalisis mengenai pengembangan metode pembelajaran bahasa arab dan ditransformasikan di Madrasah Diniyyah Takmiliyyah.Hasil dan Diskusi ini yakniJika tujuan pembelajaran bahasa Arab adalah menjadikan peserta didik mahir dalam berbahasa Arab yang ditandai dengan penguasaan empat keterampilan berbahasa, maka cara dan metode yang digunakan harus disesuaikan dengan tujuan tersebut Paling tidak untuk membuat peserta didik mahir dalam empat keterampilan adalah dengan menggunakan metode syam’iyyah syafawiyyah untuk menyimak dan berbicara. Juga ditambah dengan metode mubasyarah. Untuk keterampilan membaca adalah dengan metode qira’ah. Sementara untuk keterampilan menulis dengan menggunakan teknik imla dan metode drill/latihan

Konsep nilai-nilai pendidikan budi pekerti menurut Ki Hadjar Dewantara dan relevansinya dalam konteks pendidikan Islam Kurnia, Aaf; Sulaeman, Oyib; Nuhdi, Asep
THORIQOTUNA: Jurnal Pendidikan Islam Vol. 6 No. 2 (2023): THORIQOTUNA: Jurnal Pendidikan Islam
Publisher : Prodi PAI IAILM Suryalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47971/tjpi.v6i2.818

Penelitian ini bertujuan untuk mengetahui relevansi konsep nilai-nilai pendidikan budi pekerti Ki Hadjar Dewantara dalam konteks pendidikan islam. Metode yang digunakan dalam penelitian ini adalah penelitian pustaka atau (library research) dengan menggunakan pendekatan deskriptif deduktif, teknik pengumpulan data pada penelitian ini yaitu studi pustaka, dan dokumentasi, kemudian dianalisis menggunakan metode analisis isi (content analysis) serta dalam pengujian keabsahan data menggunakan triangulasi data. Bardasarkan hasil pengolahan data bahwa : 1). Konsep nilai-nilai pendidikan budi pekerti Ki Hadjar Dewantara terdiri dari beberapa konsep yaitu maksud dan tujuan pendidikan budi pekerti adalah berusaha memberikan nasehat-nasehat, materi-materi, anjuran-anjuran yang dapat mengarahkan anak pada keinsyafan dan kesadaran akan perbuatan baik yang sesuai dengan tingkat perkembangan anak dari masa kecilnya sampai masa dewasa. 2). Nilai-nilai pendidikan budi pekerti memuat tentang nilai-nilai luhur yang berakar pada agama, adat istiadat, dan budaya bangsa yang digunakan untuk mengembangkan kepribadian manusia supaya menjadi manusia yang lebih baik yang berlandaskan al-Quran dan as-Sunnah. 3). Relevansi pendidikan budi pekerti dengan pendidikan islam setidaknya tercermin tiga hal Pertama, pada tujuan pendidikan yang mengarah pada tujuan umat manusia pada umumnya. Kedua, sumber pendidikan Ki Hadjar lebih ke arah Pancadharma yang menjadi sumbernya tapi di dalam tersirat nilai-nilai yang terkandung dalam al-Quran dan Hadits. Ketiga, dari kedudukan seorang pengajar/guru dan murid, dimana antara keduanya mempunyai kemiripan dalam memposisikan guru yaitu harus digugu dan di tiru atau suri tauladan (Ustwatun Hasanah) dan murid harus taat pada guru.

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