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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Rudhi, Rudhi
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Challenging Students Moral Laziness: Authentic Education Based on Existentialist Philosophy Herianti, Herianti; Samsuddin, Samsuddin; Rudhi, Rudhi
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.4079

Abstract

Modern educational environments often face students' moral laziness, manifested as ethical passivity, reluctance to make difficult moral decisions, and a tendency to simply imitate norms without internalizing authentic values. Overly normative character education fails to foster a sense of personal responsibility and moral authenticity. Therefore, this study aims to reformulate the concept of authentic education based on the principles of existentialist philosophy (Sartre, Kierkegaard, and Camus) to challenge moral laziness and encourage students to become active and responsible moral agents. The method used is a qualitative philosophical study with interpretive content analysis. Core concepts of existentialism, such as freedom, responsibility, authenticity, and existential anxiety, are transformed into an applicable pedagogical framework. The findings indicate that the resulting Authentic Education emphasizes a pedagogy of awareness, in which students are encouraged to recognize their radical freedom of choice and the consequences of absolute responsibility for those choices. The learning process must create boundary situations (such as real ethical dilemmas) that force students to confront anxiety and choose their own values rather than accept predetermined ones. This article makes a theoretical contribution by offering an existentialist alternative to rule-based moral education, as well as a practical contribution in the form of a basis for designing a curriculum that focuses on developing moral authenticity and personal commitment, preparing students to act ethically in the real world.
Logic and Faith in for Strengthening the Islamic Education Curriculum: An Analysis of the Thought of Classical Scholars Rudhi, Rudhi; Tahir, Muhammad Sakti; Herianti, Herianti
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.4080

Abstract

The Islamic Education (IE) curriculum struggles to balance reasoning ('aql) and religion (naql). This conflict between reason and religious texts could lead to a poorly integrated curriculum that separates spiritual and intellectual parts, impeding faith-based critical thinking. Therefore, the purpose of this study is to analyze and identify models of integration between logic and faith in the thought of classical Islamic scholars, as well as to formulate their implications for strengthening and developing a holistic contemporary IS curriculum. This study uses a qualitative approach with textual analysis methods and critical literature studies of key works by prominent classical scholars (such as Al-Ghazali, Ibn Sina, and Ibn Rushd) that explicitly discuss the relationship between philosophy/logic and Islamic sciences (sharia and kalam). Data are analyzed comparatively and interpretively to extract an integrative framework. The results indicate that classical scholars do not separate logic from faith. Logic is considered an essential tool (wasilah) for verifying theological truth, refuting doubts (syubhat), and constructing solid arguments in defense of Islamic doctrine. Their thinking offers an integrative model in which reason serves as a supporter and strengthener of faith (iman), rather than as its opponent. This model emphasizes that the pinnacle of reason lies in recognizing its limits and submitting to revolution. This article presents a theoretical and practical framework for Islamic education curriculum developers to provide critical thinking and logical argumentation resources without sacrificing spiritual depth. This dissertation produces graduates with deep faith and maturity, and integrated reasoning to face modern difficulties.
Co-Authors Herianti, Herianti Samsuddin Samsuddin Tahir, Muhammad Sakti