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All Journal Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Dakwah Tabligh Risâlah, Jurnal Pendidikan dan Studi Islam Jurnal Pendidikan : Riset dan Konseptual al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Educan : Jurnal Pendidikan Islam Edukasi Islami: Jurnal Pendidikan Islam Tadbir Muwahhid Islamic Management: Jurnal Manajemen Pendidikan Islam Atthulab: Islamic Religion Teaching and Learning Journal Ta'dibuna: Jurnal Pendidikan Islam Tawazun: Jurnal Pendidikan Islam AT-TA`DIB Jurnal Ilmiah Ecosystem TSAQAFAH Majalah Kedokteran Neurosains Adaara: Jurnal Manajemen Pendidikan Islam JIMEK : Jurnal Ilmiah Mahasiswa Ekonomi NUKHBATUL 'ULUM : Jurnal Bidang Kajian Islam Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Rayah Al Islam : Jurnal Ilmu Islam Jurnal Da'wah: Risalah Merintis, Da'wah Melanjutkan RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Jurnal Darma Agung Jurnal Pendidikan Guru (JPG) International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Economics, Management, Business, and Social Science Tafkir: Interdisciplinary Journal of Islamic Education Berajah Journal Diversity: Jurnal Ilmiah Pascasarjana Idarah Tarbawiyah: Journal of Management in Islamic Education Formosa Journal of Multidisciplinary Research (FJMR) Formosa Journal of Applied Sciences (FJAS) Formosa Journal of Sustainable Research (FJSR) Journal of Educational Analytics PREVENIRE: Journal of Multidisciplinary Science Jurnal Kajian Islam Modern International Journal of Education and Digital Learning (IJEDL) International Journal of Asian Business and Management (IJABM) Journal of Modern Islamic Studies and Civilization JURNAL ILMIAH GEMA PERENCANA GLOBAL: Jurnal Lentera BITEP RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Penelitian Pendidikan Indonesia International Journal of Education, Vocational and Social Science Ihtirom: Jurnal Manajemen Pendidikan Islam TARBIYAH: Jurnal Pendidikan dan Pembelajaran EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Eduprof Jurnal At-Tadbir: Media Hukum dan Pendidikan Edumaspul: Jurnal Pendidikan
Budi Handrianto
Universitas Ibn Khaldun Bogor
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Implementing a Fitrah-Based Education Model in Islamic Religious Education in Elementary Schools Noor Isna Alfaien; Maemunah Sa'diyah; Hasbi Indra; Budi Handrianto
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22347

Abstract

Islamic Religious Education (PAI) lessons in schools play a strategic role in shaping students' faith, morals, and personalities. However, in practice, PAI learning is often cognitive, memorization-oriented, and pays little attention to differences in student potential and development. This study used a descriptive qualitative. Data were collected through interviews with PAI teachers, field observations, and photo documentation, then analyzed qualitatively to produce valid, practical, and contextual products. The results of this study indicate that the Fitrah-based education model aligns with the principles of the Qur'an and is able to increase the internalization of Islamic values ​​through learning oriented to faith, morals, and real-life experiences of students. During the learning design and implementation stages, PAI teachers created a learning syllabus. This syllabus was tailored to the needs of studentFikri Islamic Fitrah School. The planning was also adapted to the learning program, as Al-Fikri School uses a variety of activity methods. This diversity has supported the holistic development of students. It also helps balance students' intellectual, emotional, social, and personality development. Report-based evaluations can include reflective journals, portfolios, attitude observations, and project assessments. Students have benefited from the fitrah learning model. Of the 32 students, 29, or 90.63%, stated that it significantly helped them understand Islamic teachings more deeply. Furthermore, 93.75% of students reported an increase in spiritual and moral awareness. Thus, the fitrah learning model can be considered highly effective.
The Concept of Moral Education According to Ibn Qayyim Al-Jawziyyah and Its Relevance to the National Education Objectives Azhari, Amri Azhari; Saepudin, Didin; Husaini, Adian; Handrianto, Budi
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22861

Abstract

This study aims to examine the concept of moral education proposed by Ibn Qayyim al-Jawziyyah and to analyze its relevance to the objectives of Indonesia’s National Education system. The research is motivated by the moral decline among students in the modern era, which tends to prioritize scientific and technological advancement while neglecting moral and spiritual values. This study employs a library research approach, utilizing primary and secondary sources related to Ibn Qayyim al-Jawziyyah’s works. Data were analyzed using descriptive-analytical methods and content analysis. The findings reveal that Ibn Qayyim al-Jawziyyah’s concept of moral education centers on the purification of the heart as the foundation of character development. Moral education emphasizes tazkiyat al-nafs through the cultivation of universal values such as honesty, trustworthiness, inner peace, and social responsibility, integrated within theological, individual, and social dimensions. These findings indicate that Ibn Qayyim’s moral education framework plays a crucial role in shaping moral conduct in daily life. The study implies that Ibn Qayyim al-Jawziyyah’s concept of moral education is highly relevant and aligned with the goals of Indonesia’s National Education, particularly through a deep learning approach that focuses on developing learners who are faithful, pious, morally upright, and possess strong personal character.
Kerangka Epistemologi Ilmu dalam Islam: Integrasi Bayani, Burhani, Tajribi dan Irfani Siti Juariah; Budi Handrianto; Hasbi Indra
GLOBAL: Jurnal Lentera BITEP Vol. 4 No. 02 (2026): April 2026
Publisher : Lentera Ilmu Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59422/global.v4i01.1153

Abstract

Metode ilmiah dalam Islam memiliki karakteristik yang khas dan komprehensif karena tidak hanya bersandar pada rasionalitas dan pengalaman empiris, tetapi juga pada wahyu dan pengalaman spiritual. Islam memandang ilmu sebagai sarana untuk memahami realitas kehidupan sekaligus mendekatkan diri kepada Allah SWT. Dalam tradisi keilmuan Islam, terdapat empat metode utama yang digunakan dalam memperoleh dan mengembangkan ilmu pengetahuan, yaitu metode bayani, burhani, tajribi, dan irfani. Metode bayani menekankan pemahaman teks wahyu sebagai sumber utama kebenaran, metode burhani menggunakan akal dan penalaran logis, metode tajribi berlandaskan pengamatan dan eksperimen empiris, sedangkan metode irfani bersumber dari intuisi dan pengalaman spiritual. Artikel ini bertujuan untuk mengkaji secara mendalam metode ilmiah dalam Islam melalui pembahasan keempat metode tersebut serta menjelaskan peran dan kontribusinya dalam tradisi keilmuan Islam. Hasil kajian menunjukkan bahwa keempat metode tersebut saling melengkapi dan membentuk sistem keilmuan Islam yang holistik, seimbang, dan bernilai ketuhanan.
EPISTEMOLOGI ISLAM INTEGRATIF: ANALISIS KOMPREHENSIF EMPAT SUMBER ILMU (PANCA INDRA, AKAL, WAHYU, DAN ILHAM) Dewi Maharani; Budi Handrianto; Hasbi Indra
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9319

Abstract

The study of Islamic epistemology is increasingly significant in the context of the dominance of modern scientific paradigms that tend to be reductionist and emphasize empiricism and rationalism as the sole legitimate sources of knowledge. Such an orientation has led to the separation of science from moral and spiritual values. This article aims to analyze comprehensively the four sources of knowledge in Islamic epistemology sense perception, reason, khabar ṣādiq (true testimony), and inspiration (ilham)and to explain their integrative structure within an Islamic epistemological framework. This study employs a qualitative approach using library research methods by examining and critically analyzing relevant classical and contemporary literature, including scholarly books and peer-reviewed journal articles. The research stages consist of source collection, conceptual classification, comparative analysis, and epistemological synthesis. The findings reveal that Islamic epistemology does not absolutize a single source of knowledge; rather, it positions the four sources within a layered epistemic structure according to their respective objects of inquiry, namely physical, rational, metaphysical, and inner-spiritual realities. The main conclusion of this study affirms that integrative Islamic epistemology offers a holistic and balanced paradigm of knowledge that harmonizes empirical data, rational analysis, revelatory authority, and spiritual experience. This paradigm has significant implications for the development of Islamic education and scientific inquiry that aim not only at intellectual advancement but also at moral and spiritual formation. ABSTRAK Kajian epistemologi Islam menjadi penting di tengah dominasi paradigma ilmu modern yang cenderung reduksionistik dan menempatkan empirisme serta rasionalitas sebagai satu-satunya sumber pengetahuan yang sah. Kondisi ini berimplikasi pada pemisahan antara ilmu, nilai, dan spiritualitas dalam pengembangan pengetahuan dan pendidikan. Artikel ini bertujuan menganalisis secara komprehensif empat sumber ilmu dalam epistemologi Islam, yaitu pancaindra, akal, wahyu atau khabar ṣādiq, dan ilham, serta menjelaskan pola integrasinya dalam membangun paradigma epistemologi Islam integratif. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) melalui penelusuran dan analisis kritis terhadap literatur klasik dan kontemporer yang relevan, meliputi buku akademik dan artikel jurnal ilmiah. Tahapan penelitian meliputi pengumpulan berbagai sumber otoritatif, klasifikasi konsep epistemik, analisis komparatif, dan sintesis konseptual. Hasil penelitian ini menunjukkan bahwa epistemologi Islam tidak memutlakkan satu sumber pengetahuan, melainkan menempatkan keempat sumber ilmu tersebut dalam struktur epistemik berlapis sesuai dengan objek kajiannya, yaitu realitas fisik, rasional, metafisik, dan batiniah. Adapun kesimpulan utama artikel ini menegaskan bahwa epistemologi Islam integratif menawarkan kerangka pengetahuan yang holistik dan seimbang, yang berpotensi menjadi dasar pengembangan ilmu dan pendidikan Islam yang tidak hanya berorientasi pada kecerdasan intelektual, tetapi juga pembentukan moral dan spiritual manusia.
Community Dakwah Program @Xkwavers Against the Religiosity of Korean Wavers High School Level Muslim Students Hilda Rafika Waty; Budi Handrianto; Wido Supraha
al-Afkar, Journal For Islamic Studies Vol. 6 No. 4 (2023)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v6i4.817

Abstract

One of popular cultures which has a public attention and has spread to various countries, including Indonesia, is the Korean Wave culture. Mostly of Korean Wave lovers are immersed in loving their idols, making barriers to self upgrading, especially in their Islamic quality. This study aims to analyze the da'wah program of the Xkwavers community on the religiosity of Korean Wavers Senior High School level Muslim students. This research method used a descriptive quantitative by observation, interview and literature study. This study used a questionnaire with 108 Korean Wavers muslim who participated by a Likert  Scale and religiosity by MUDRAS question items scale. The results showed that 51.9% are active Korean Wavers and showed that 62% of respondents were that Korean Wave culture had a balanced positive and negative impact, 20.4% stated that there were more negative impacts and 17.6% stated that they had a positive impact. The other results are also showed by the religiosity of respondents at Senior High School level which is described in the best worship percentage shown in the obligatory prayers on time. The xkwavers community missionary program came to invite Korean Wavers to study religion more deeply. The results showed that respondents who join in xkwavers program had an increased in religiosity by 33.26% likes the close relationship with Allah and the Prophet.
RECONSTRUCTING MAHABBAH EDUCATION: IBN QAYYIM AL-JAWZIYYAH'S EDUCATIONAL PHILOSOPHY FOR A CONTEMPORARY COMPASSIONATE CURRICULUM Ridwan Wirabumi Asri; Hasbi Indra; Adian Husaini; Budi Handrianto
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10741

Abstract

This study aims to reconstruct Ibn Qayyim al-Jawziyyah's concept of mahabbah (love) as a comprehensive educational philosophy and explores its contribution to contemporary compassionate curriculum. Employing a qualitative library research design, the study analyzes Ibn Qayyim's principal works, including Rawḍat al-Muḥibbin wa Nuzhat al-Mushtaqin, Madarij al-Salikin, Ṭariq al-Hijratayn, and Ighathat al-Lahfan, using content analysis and philosophical interpretation. The findings demonstrate that Mahabbah Education is founded upon Mahabbatullah (love of God), which functions as the ontological and ethical core of educational formation. This framework integrates tawḥid, faith, worship, Tazkiyat al-Nafs (self-purification), moral discipline, prophetic love, and compassionate social relationships into a coherent process of holistic human development. Unlike contemporary compassion-based approaches that predominantly adopt humanistic and socio-emotional perspectives, Ibn Qayyim's philosophy offers a theocentric model in which compassion emerges from spiritual consciousness and devotion to God. This study proposes Mahabbah Education as a conceptual theocentric framework for strengthening contemporary compassionate curriculum discourse, extending it by reconnecting spiritual transcendence with character formation, ethical responsibility, and social compassion. As a conceptual and theoretical contribution rather than an empirically tested model, the findings contribute to educational philosophy by demonstrating the continuing relevance of classical Islamic thought in addressing contemporary educational challenges and enriching global discussions on holistic and values-based education.
From Rule-Based Discipline to Value-Based Discipline: A Habituation-Based Moral Discipline Model at Pesantren Tamaddun Jatinangor Agus Haryono; Hasbi Indra; Budi Handrianto; Abuddin Nata
JURNAL ILMIAH GEMA PERENCANA Vol 5 No 1 (2026): Jurnal Ilmiah Gema Perencana
Publisher : POKJANAS Bekerja Sama Biro Perencanaan dan Penganggaran, Sekretariat Jenderal Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61860/jigp.v5i1.426

Abstract

This study describes the paradigm shift in disciplinary education from a rule-based system to a value-based one at the Pesantren Tamaddun in Jatinangor in response to the challenges of digital disruption. The background study is based on the urgency of strengthening the character of students who are vulnerable to the negative impacts of cyberspace, necessitating a reorientation of the educational model capable of intrinsically internalizing Islamic values. The purpose of this study is to analyze the effectiveness of implementing value-based discipline in strengthening students' moral resilience and to examine the transformation of the role of educators as role models in the virtual realm. Using a qualitative method with a case study approach, data were collected through in-depth observation and document review related to teaching practices at the Pesantren. The results show that the shift to a value-based model fosters students' independence in managing cyberspace, where the integration of digital literacy with the values ​​of ta'dib and tarbiyah transforms technology into a creative and responsible means of da'wah. This fundamentally supported by the capacity of educators as uswah hasanah who actively contextualize religious teachings in virtual interactions. In conclusion, this model successfully builds integrity and adaptive character amidst the current digitalization. The recommendations include formalizing a values-based digital literacy curriculum, developing educators' capacity as digital mentors, conducting a large-scale comparative study to test the validity of the model, and fostering collaborative synergy between Pesantren, families, and the community to maintain the consistency of students' character in an increasingly complex cyber ecosystem.
Co-Authors ., Sadan A. Rahmat Rosyadi Abbas Mansur Tamam Abdul Aziz, Hamdan Abdul Hayyie Al Kattani Abdul Hayyie Al Kattani Abdurahman Abdurrahman Abuddin Nata, Abuddin Adian Husaini Adih Amin Agus Haryono Agus Triyanto Agusman, Agusman Ahmad Ahmad A Sastra Ahmad Idhofi Ahmad, Andi Akhmad Alim, Akhmad Al Hamat, Anung Al-Kattani, Abdul Hayyie Alfaien, Noor Isna Alim, Akhmad Amir Tengku Ramly Ananda Sabil Hussein Anis Malik Thoha, Anis Anung Alhamat Arifin, Zaenal ‘ Askar Patahuddin Asriandhini, Bairanti Assiroji, Dwi Budiman Athriah, Zahrul Awaluddin Faj Awaluddin Faj Azhari, Amri Azhari Bahari, Ilham Bahrum Subagiya Bahtiar, Mochamad Syaepul Basri, Samsul Dadi Cahyadi Dede Iik Mudrikah Dewi Maharani Didin Hafidhuddin MS Didin Saepudin Dwi Sulaksana E Bahruddin Elsa Feryan Emmy Hamidiyah Endin Mujahidin Faroz, Wildan Fauzi, Sahrul Feryani, Elsa Fitroh, Miftahul Gunarti Sukriyatun Haikal Adra Hamdani, Fakih Hasbi Indra Hasrul Al qorniy Harahap Hendri Tanjung Hilda Rafika Waty Ibnu Rusydi Imas Kania Rahman Imas Kaniarahaman Lukman Nol Hakim Lukman Nol Hakim Lutfi Zulkarnain M. Dahlan R. M. Nurman Ardiansyah Maemunah Sa'diyah Maharani, Dewi Maisyar, Sulalatul Islami Matnur Ritonga Maulana, Syafiq Muh. Arbiyansyah Nur Muhammad Hamka Muhlisin Muhlisin Muhtarom, Dede Ahmad Muhyani, Muhyani Muntholib, Azhim Nesa Novrizal Nesia Andriana Nirwan Syafrin Noermijati Nol Hakim, Lukman noor isna alfaein, noor_isna Nugraha, Ady Madya Nuraeni Nuraeni Nuraeni Nurrohman Obay Sobari Parina Parina Parina, Parina Rabbaniyah, Jundiyah Rahayu, Anissa Maila Ridwan Wirabumi Asri Ruhiyat Ruhiyat, Ruhiyat Sadiyah, Maemunah Samsuddin Samsuddin Sastra, Ahmad Sastra, Ahmad Shajaratuddar, Shajaratuddar Shinta Adelina Sholahuddin Sidiq, Heri Purwanto Sidiq Sigit Indra Prianto Siti Aisjah Siti Juariah Sobari, Obay Sofyan Sauri, Sofyan Sudrajat Syaiful Syaiful Syaiful Syamsuar Hamka Syarif Hidayat Syarif Hidayatullah Gani Syarifah Alawiyah Taufik Rachman, Moch Firman Ujang Ahmad Yani Ulfah, Nur Asiah Ulil Amri Syafri Vildayanti, Rina Ayu Wasto Wasto Wasto Wawar Suwardi Kuba Wido Supraha Wildan Faroz Yuhdi Yuhdi Yuhdi Yusuf Yusuf Zainal Abidin Arief Zulfa, Zayyanatun Zulkarnain, Lutfi