Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Agama Islam Al-Thariqah
Amalia, Alfita Choirun
Unknown Affiliation
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Self-acceptance and sexual disorientation in adolescents: integrating Ibn Miskawaih’s al-dini al-‘aqlani and humanistic Islamic educational psychology Amalia, Alfita Choirun; Ni’mah, Musbirotun; Wijayanti, Catur Lestari; Ahbab, A. Nasih; Abu Bakar , M. Yunus
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).26188

Abstract

This study aims the relevance of Ibn Miskawaih's concept of al-dīnī al-'aqlānī in understanding self-acceptance among Muslim adolescents experiencing sexual disorientation. Using a phenomenological qualitative approach, data were collected through in-depth interviews and analyzed through reduction, categorization, and meaning interpretation within the tazkiyatun nafs framework. The findings reveal that sexual disorientation generates profound tension between self-acceptance needs and religious guilt, yet religiosity can serve as a constructive spiritual resource when freed from social judgment. The novelty of this study lies in its transdisciplinary integration of Ibn Miskawaih's tazkiyatun nafs with humanistic self-acceptance theory a synthesis previously untheorized in Muslim adolescent identity counseling, proposing that spiritual happiness (sa'ādah) is inseparable from the balance between rationality, morality, and mental health. This integration reframes religion not as a source of moral pressure, but as a private reflective space supporting emotional regulation. These findings recommend a spiritual-humanistic mentoring model for Islamic education and counseling settings, with implications for developing empathetic, non-discriminatory character education strategies for adolescents with diverse identity backgrounds.
Co-Authors Abu Bakar , M. Yunus Ahbab, A. Nasih Ni’mah, Musbirotun Wijayanti, Catur Lestari