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Khittah Perjuangan Muhammadiyah dan Implementasinya di Berbagai Daerah di Indonesia Lady Maysuri Ma’rufi; Muliadi .; Nurwan Patilima; Wahyu Andini; Abbas Baco Miro; Ahmad Nashir
Jurnal Kajian Islam dan Sosial Keagamaan Vol. 3 No. 3 (2026): Januari - Maret
Publisher : CV. ITTC INDONESIA

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Abstract

The Muhammadiyah Struggle Principles (Khittah Perjuangan Muhammadiyah) is a grand strategic framework that serves as an ideological guideline, movement direction, and the basis for Muhammadiyah organizational policies in realizing a True Islamic Society. This article aims to analyze the philosophical foundation, historical development, and contextual implementation of the Muhammadiyah Struggle Principles (Khittah Perjuangan Muhammadiyah) in various regions in Indonesia. This research uses a qualitative descriptive approach through literature review and document analysis of various Khittah formulations, including the Twelve-Year Steps, the Palembang Khittah, the Ujung Pandang Khittah, and the Denpasar Khittah. The results of the study indicate that the Khittah functions as a theory of struggle as well as a basic policy pattern that allows Muhammadiyah to maintain ideological consistency while remaining adaptive to socio-political changes. The implementation of the Khittah through the Muhammadiyah Enterprises (AUM) in the fields of education, health, and social society reflects a moral political strategy (high politics), civil empowerment, and inclusive and humanity-oriented community da'wah practices.
KECERDASAN EMOSIONAL DALAM PENDIDIKAN ISLAM: STUDI LITERATUR INTEGRATIF ANTARA TEORI BARAT DAN NILAI-NILAI ISLAM Tri Asriani; Rusli Malli; Ahmad Nashir
Almarhalah: Jurnal Pendidikan Islam Vol. 10 No. 2 (2026): Almarhalah
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Al Marhalah Al Ulya Bekasi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/kjphwb63

Abstract

This study examines emotional intelligence in Western psychological theories and integrates its principal dimensions with Islamic educational values to formulate a more comprehensive conceptual framework. The research employed a qualitative library research design by reviewing books, peer-reviewed journal articles, and other scholarly publications relevant to emotional intelligence, Islamic psychology, and Islamic education. Data were organized thematically and analyzed through content analysis, comparative-conceptual analysis, and integrative synthesis. The findings indicate that Western theories emphasize the capacity to recognize, understand, regulate, and use emotions to support academic achievement, social adjustment, and effective interpersonal functioning. Islamic education places emotional management within a broader moral and spiritual orientation involving qalb, nafs, muhasabah, mujahadah al-nafs, rahmah, ikhlas, istiqamah, and tazkiyah al-nafs. The synthesis reveals conceptual correspondence between self-awareness and muhasabah, self-regulation and mujahadah al-nafs, empathy and rahmah, as well as self-motivation and ikhlas-istiqamah. The study concludes that emotional intelligence in Islamic education can be understood simultaneously as a psychological competence and a process of moral-spiritual formation, providing a conceptual basis for more holistic teaching and character development.