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All Journal Abjadia, International Journal of Education Indo-MathEdu Intellectuals Journal Khidmatul Ummah: Jurnal Pengabdian Kepada Masyarakat Tsaqofah: Jurnal Penelitian Guru Indonesia Al'Ulum Jurnal Pendidikan Islam AL HAZIQ: Journal of Community Service Pawarta: Journal of Communication and Da'wah Proceeding of International Conference of Islamic Education Jurnal Ilmiah Guru Madrasah (JIGM)
Khoir, Mulyanto Abdullah
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pemikiran Pendidikan Abdul Malik Karim Amrullah Khoir, Mulyanto Abdullah; Jayyid, Difa’ul Fikri; Anshori, Nanang; Andannari, Rr. Meisara Putri
TSAQOFAH Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i4.6685

Abstract

This paper explores the educational thought of Abdul Malik Karim Amrullah (HAMKA), a prominent scholar, intellectual, and literary figure who played a significant role in the reform of Islamic education in Indonesia. The purpose of this study is to present a brief biography of HAMKA, highlight the distinctive features of his educational philosophy, examine his contributions to the field of education, assess the relevance of his ideas in the current educational context, and identify his major written works. The research employs a library research method, collecting data from various sources such as books, journals, scholarly articles, and relevant documents. The findings reveal that HAMKA introduced substantial reforms in Islamic education, including its objectives, content, and methods. His educational philosophy is characterized by the integration of religious and secular sciences, an emphasis on character education, and the promotion of intellectual freedom to encourage critical thinking among students. His contributions include the establishment of early models of Al-Azhar schools, the Muhammadiyah University Prof. Dr. HAMKA (UHAMKA), and the Tablig School. HAMKA’s emphasis on character development and Islamic values remains highly relevant to the challenges of modern education. He authored over 80 works, with his most renowned contribution being the 30-volume Tafsir Al-Azhar. This study underscores the importance of actualizing HAMKA’s educational thought in the development of a contextual and sustainable Islamic education system.
Revitalisasi Amaliyah Tasawuf KH. Muslih Mranggen dalam Pendidikan Karakter Santri Era Modern Khoir, Mulyanto Abdullah; Hidayah, Nur; Hudallah, Hudallah
TSAQOFAH Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i4.6707

Abstract

Amaliyah tasawuf constitutes an integral part of the Islamic spiritual tradition, playing a significant role in shaping the character and personality of santri (Islamic boarding school students). KH. Muslih Abdurrahman Mranggen, a prominent tarekat scholar and founder of Pesantren Futuhiyyah, developed a tasawuf-based education system through practices such as zikir, riyāḍah, wirid, and khalwat, which serve as instruments for spiritual development. This study aims to examine the forms of amaliyah tasawuf taught by KH. Muslih and explore their relevance to character education in the modern era. A qualitative approach was employed, using library research and interviews as the primary data collection methods. The findings reveal that KH. Muslih’s tasawuf practices contribute significantly to strengthening spiritual dimensions and fostering the character of santri, emphasizing values such as patience, sincerity, humility (tawāḍuʿ), and social responsibility. These tasawuf practices extend beyond personal piety, encouraging the internalization of moral values in the social lives of students. The study concludes that revitalizing the tasawuf-based values of KH. Muslih is highly relevant in addressing the moral degradation challenges faced by today’s youth and can serve as a foundational model for designing character education systems rooted in Islamic spirituality.
Kontribusi Ki Hajar Dewantara dalam Membangun Pendidikan Nasional Indonesia Firdiana, Linda; Muchasin, Fiki Vendi; Isrofuzain, Isrofuzain; Khoir, Mulyanto Abdullah
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.v5i5.6756

Abstract

This study is grounded in the significance of Ki Hajar Dewantara’s role in formulating the philosophical foundations of Indonesian education, despite the limited depth of academic exploration into the contribution and contemporary relevance of his thought. The objective of this research is to examine Ki Hajar Dewantara’s educational philosophy, particularly the principles Ing Ngarsa Sung Tulada, Ing Madya Mangun Karsa, and Tut Wuri Handayani, and to analyze their influence on the development of the national education system. Utilizing a qualitative approach, the study employs content analysis and cross-validation of primary and secondary sources, including historical documents, biographical records, and expert interpretations. The findings reveal that Ki Hajar Dewantara’s philosophy serves as a foundational pillar in the formation of character education, participatory leadership, and holistic student development. The establishment of Taman Siswa is a concrete manifestation of these ideas, significantly contributing to expanding educational access, preserving national culture, and fostering national consciousness during the colonial and post-independence periods. Nevertheless, the application of his philosophy in the modern era faces challenges in contextualizing its values within the dynamic landscape of contemporary educational policy and systems. The study concludes that Ki Hajar Dewantara’s educational thought remains highly relevant in addressing current educational challenges, particularly in promoting student-centered learning grounded in cultural values. Its implications include a theoretical contribution to the discourse on national educational philosophy and practical recommendations for educators and policymakers to align educational practices with foundational national values.
Pemikiran Pendidikan Islam oleh KH. Abdurrahman Wahid (Gus Dur) Muarifah, Muarifah; Sholekah, Umma Rahmah; Khoir, Mulyanto Abdullah
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.v5i5.6837

Abstract

This study aims to examine the concept of Islamic education from the perspective of Abdurrahman Wahid (Gus Dur), a prominent figure in Indonesian history known for his progressive and humanistic thought, particularly in the field of Islamic education. A qualitative approach was employed using a library research method, with data sourced from books and articles written by or about Gus Dur. Data analysis was conducted using content analysis to explore the meaning and substance of his educational ideas. The findings reveal that Gus Dur viewed Islamic education as a process not only for instilling Islamic values such as justice, equality, and humanity, but also as a means of fostering critical, participatory, and empathetic social consciousness. He emphasized the importance of an inclusive, tolerant, and humanistic approach to Islamic education while rejecting exclusive and discriminatory models. According to Gus Dur, education should promote respect for diversity and uphold human rights. The study concludes that Gus Dur’s educational thought remains relevant and applicable in addressing the complex and multicultural challenges of modern Islamic education. His contributions offer valuable guidance for developing a more open, democratic, and community-oriented Islamic educational system.
Peran KH. Imam Zarkasyi dalam Pembaharuan Pendidikan Pesantren di Indonesia Nuruddin, Nuruddin; Tarno, Tarno; Amiruddin, Fadjar; Khoir, Mulyanto Abdullah
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.v5i5.6883

Abstract

KH. Imam Zarkasyi is a central figure in the modernization of Islamic boarding school (pesantren) education in Indonesia. Through the establishment of Pondok Modern Gontor, he successfully formulated a progressive and responsive Islamic education system attuned to contemporary developments. This article aims to examine his role and reformist ideas within the pesantren education system, focusing on curriculum, institutional management, and pedagogical approaches. A qualitative method with a historical and descriptive-analytical approach was employed. The findings reveal that KH. Imam Zarkasyi developed an integrative pesantren education model that combines Islamic values with modern scientific knowledge, while also emphasizing character building and student independence. His educational innovations include the implementation of a classical classroom system, instruction in foreign languages (Arabic and English), and a balanced orientation between religious (ukhrawi) and worldly (duniawi) dimensions. This model has positioned Gontor as a prototype of the modern pesantren, capable of producing intellectual leaders and religious scholars. The study indicates that KH. Imam Zarkasyi’s reformist approach remains highly relevant as a strategic reference for improving the quality of pesantren education in the era of globalization.
Yang Hilang dari Pendidikan Kita: Jejak Pemikiran Syed M. Naquib Al-Attas Muslimah, Ana; Khoir, Mulyanto Abdullah
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.v5i5.6942

Abstract

This study provides a comprehensive examination of Islamic educational thought according to Syed Muhammad Naquib al-Attas, a prominent Muslim intellectual renowned for his ideas on the Islamization of knowledge and the concept of adab as the core of education. The research is grounded in the relevance of Al-Attas’s educational paradigm as a response to the epistemological crisis afflicting contemporary education. Employing a qualitative, literature-based approach, the study begins with an intellectual biography of Al-Attas, followed by an analysis of key concepts in his thought, including the Islamic educational paradigm, his critique of the modern secular education system, the concept of adab, and strategies for the Islamization of knowledge. The findings reveal that Al-Attas not only presents a sharp critique of the dichotomy of knowledge and the erosion of values in modern education, but also offers an alternative framework that is holistic, spiritual, and rooted in the Islamic worldview. His concept of education based on adab represents a total transformation of the goals, structure, and values of education, positioning knowledge as a path to ma‘rifatullah and adab as the foundation for character formation. Thus, education according to Al-Attas functions as a principal instrument for building an authentic, resilient, and meaningful Islamic civilization amid global challenges.
Kontribusi dan Kekhasan Pemikiran Pendidikan Sunan Bonang dalam perspektif Pendidikan Islam Modern Sani, Mutiara; Khamdani, Agus Walid; Mujib, Ahmad; Khoir, Mulyanto Abdullah
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.v5i5.7005

Abstract

Sunan Bonang was a central figure in the spread of Islam in 15th-century Java, known not only as a preacher but also as a visionary educator with a contextual and sufistic approach. This study aims to examine the contributions and distinctive features of Sunan Bonang’s educational thought in relation to the principles of modern Islamic education. Utilizing a descriptive qualitative approach, the research explores Sunan Bonang’s educational ideas and practices through historical and contextual analysis, emphasizing the integration of local culture, arts, and tasawuf teachings. The findings reveal that Sunan Bonang developed an educational method that combined sufistic values with local artistic expressions, such as the use of tembang Jawa as a medium for dakwah and character formation. This strategy reflects a holistic, cultural, and value-based Islamic educational approach. The study concludes that Sunan Bonang’s educational thought holds significant relevance for the development of contemporary Islamic education models that honor local wisdom and foster spiritual character.
Co-Authors Abdur Rahman Ahmad Mujib, Ahmad Al Faizi, Ahmad Akbar Alfian Eko Rochmawan Amiruddin, Fadjar Amrullah, Riyad Andannari, Rr. Meisara Putri Anshori, Nanang Anshory, Muhammad Isa Assalam, Gholib Aula, Fitria Faradina Kafa Azis, Muhamad Abdul Aziz, Nur Azzam, Zaki Mizanul Bahij, Muhammad Alfan Baidan, Nashruddin Bayu Prasetyo, Bayu Dewi, Rachma Rusdiana Fahmi, Putri Firdaus Firdiana, Linda Firdosi, Akh. Fad Ghoffar, Muhammad Fathin Abdul Hadiwijaya, Lalu Firman Halmianto, Halmianto Handayani, Yekti Hudallah, Hudallah Isrofuzain, Isrofuzain Jayyid, Difa’ul Fikri Kafa Aula, Fitria Faradina Kafa Aula Khafidoh, Khafidoh Khamdani, Agus Walid Kholil, A. Munawar Kusumawardani, Intan Luthfi, Moh Mabruroh, Nurul Meti Fatimah Muarifah, Muarifah Muchasin, Fiki Vendi Muharromah, Fityatul Munadiyan, Luluk Murtadho, Imam Muslimah, Ana Mustamik, Khoirul Nawaffani, Muhammad Mahsya Ngatmin Nur Hidayah Nuruddin, Nuruddin Prasetyo, Dony Agus Priyanto, Catur Rofik, Hanifah Nur Rosyidah, Fahmi Rudy Hartanto S Sugiyanto Sani, Mutiara Sarwanto Sarwanto Sayidah, Aminatus Setyariza, Nur Ayu Sholekah, Umma Rahmah Sholihah, Ervin Jamilatus Siti Fatimah Siti Rokhimah, Siti Siti Sangadah Suryanto, Lilis Sutrisno, Agus Tarno Tarno Ummah, Kholifatul Widayati, Sri Erna Widhowati, Anita Widoyo, Agus Fatuh Widyaningsih, Erna Yulqowin, Ilma Zarkasyi, Muhammad Badruddin Zulkarnain, Yudo