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All Journal Civil Law AKUNTANSI DEWANTARA Jurnal Pertanian Agros MUWAZAH: Jurnal Kajian Gender Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Ilmiah Research Student JURNAL ILMIAH PENELITIAN MAHASISWA
Siti Rokhimah
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Religion Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology

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Pendidikan Anak dalam Perspektif Psikologi Pendidikan Islam Hartadi Hartadi; Siti Rokhimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11042

Abstract

Although child education has been widely studied from the perspectives of education and developmental psychology, learning orientations that emphasize academic achievement more than spiritual, moral, emotional, and social development remain a fundamental problem. This study aims to analyze the concept of child education from the perspective of Islamic educational psychology, identify the principles of child development, and explain its implications for educational practices in families and educational institutions. This study used a library research method with a qualitative approach. Data were obtained through the review of books, scientific articles, classical Islamic works, and academic documents relevant to educational psychology, child development, and Islamic education. Data analysis was conducted through data reduction, theme categorization, conceptual interpretation, and conclusion drawing. The results showed that child education from the perspective of Islamic educational psychology is based on the concepts of fitrah, tawhid, adab, role modeling, habituation, affection, and the integrated development of intellectual, emotional, social, and spiritual potential. The family functions as the primary educational environment, while schools play a role in strengthening the internalization of values through learning, teacher role modeling, and a religious educational culture. The conclusion of this study affirms that Islamic educational psychology offers a holistic framework for child education oriented toward shaping individuals who are faithful, knowledgeable, morally upright, independent, and responsible. The implications of this study include the importance of integrating Islamic values, developmental psychology, and humanistic learning strategies in curriculum development, strengthening teacher competence, and developing family parenting patterns.
Anak Berkebutuhan Khusus dalam Perspektif Psikologi Pendidikan Islam Halmianto Halmianto; Siti Rokhimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11080

Abstract

Although the issue of children with special needs (ABK) has received attention in various studies of psychology and education, discussions that specifically examine the understanding and support of ABK from the perspective of Islamic educational psychology with a holistic-spiritual approach remain limited. This study aims to analyze the concept of Islamic educational psychology in understanding the characteristics, needs, and appropriate support strategies for ABK, as well as to integrate them with the principles of Islamic values. This study used a qualitative approach with a library research design. Data were obtained from various primary and secondary literature, such as books of Qur’anic exegesis, hadith, books on Islamic psychology, accredited national and international journals, and other relevant academic sources, selected through purposive sampling based on topic relevance, source credibility, and publication period. Data were collected through documentation and analyzed using content analysis with the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results showed that Islamic educational psychology views ABK as individuals who possess fitrah, or innate potential, that needs to be developed, rather than as weak or helpless persons. This approach emphasizes five main principles, namely tawhid, compassion (rahmah), patience, justice in treatment and access to education, and a holistic approach that integrates physical, spiritual, and intellectual aspects. The recommended support strategies include guidance based on noble character, spiritual strengthening through worship and prayer, and the adaptation of learning methods that are friendly and responsive to children’s special conditions. The conclusion of this study affirms the importance of internalizing spiritual values and a holistic-integrated approach in the education and support of ABK within both families and Islamic educational institutions. The implications of this study include theoretical contributions to the development of literature on Islamic educational psychology and inclusive education, as well as practical implications for Islamic educational institutions, teachers, parents, and policymakers in formulating learning that is more humanistic, religious, adaptive, and oriented toward the needs of ABK.
Co-Authors Achmad Tamyiz Agung Yulianthoro Alifah Firda Arsyad Shodiq Shodiq Ary Prasetyawati Budiastuti Dony Agus Prasetyo Halmianto Halmianto Hartadi Hartadi Ida Ayu Purnama Istikotimah Istikotimah Khoirussaadah Khoirussaadah Mustaqimah Pratiwi, Liana Fatma Leslie Rahma Alfiani Suryani Suryani Titik Maryati Wahyu Prakosa Wahyu Prihatiningrum Wasiul Muarif