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All Journal EDUKASI: Jurnal Pendidikan Islam Journal of Educational Management Research
Suripto
Sekolah Tinggi Agama Islam Muhammadiyah Tulungagung
Humanities Education Social Sciences

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The Islamic Education Paradigm of Muhammad Iqbal’s Philosophy Suripto
EDUKASI : Jurnal Pendidikan Islam (e-Journal) Vol. 8 No. 2 (2020): Edukasi: Jurnal Pendidikan Islam
Publisher : Tarbiyah Departement collaboration with AMCA

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Abstract

Mohammad Iqbal is a Muslim of modern philosopher which greatly affects the world of education up to now. His concept about ego is the basic stand for his all of concept building. In addition, the Muhammad Iqbal’s basic of Islamic education concept are creative, dynamic, innovative and full of vitality. Based on his basic view about human especially his philosophy concept about ego, a thought about Islamic education is dynamic, innovative, and full of vitality. a). The essence of Iqbal’s Islamic education is all power or process done continually. They help to improve one’s individuality based on Islamic teaching in order to be ready in entering the world’s civilization which is full of dynamics and changings. b). The aim of Islamic education is the realization of one’s individuality perfectness to be an insan kamil. c). According to Iqbal the phases of Islamic education are obey upon the laws, self authority and God leadership. d). The material of Iqbal’s Islamic education emphasizes on the fusion of religion studies, cultural history, science and physics, psychology, metaphysics, social studies and literature. e). The education methods offered by Iqbal are experiment, trial and error, project and social structure. The paradigm used within Iqbal’s philosophy concept is constructive paradigm. Meanwhile the values within the construction of Iqbal’s Islamic education are: God oneness, moral, intelligence, and social education values.
The Implementation of the KMI Curriculum in Shaping Tahfidz Students' Habitus: Insights from a Qualitative Study Ayatullah Khumaini Barnabas; Suripto
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2828

Abstract

This study aims to examine how the Kulliyatul Mu'allimin Al-Islamiyah (KMI) curriculum shapes the habitus of Tahfidz students within an integrated Islamic boarding school education system. A qualitative case study approach was employed to explore the curriculum implementation in its natural context. Data were collected through participatory observation, in-depth interviews with school leaders, curriculum coordinators, teachers, and students, as well as document analysis. The data were analyzed using Miles and Huberman’s interactive model and interpreted through Pierre Bourdieu’s theory of habitus, field, and capital. The findings indicate that the KMI curriculum fosters students’ habitus through three interconnected mechanisms: the development of discipline through structured daily routines and worship practices, the cultivation of academic-Tahfidz competence through the integration of Qur’anic memorization and multilingual learning, and the strengthening of independence and leadership through student organizational activities. Furthermore, the curriculum facilitates the transformation of spiritual capital into symbolic and social capital, reinforcing sustainable character formation. These findings imply that an integrated curriculum grounded in continuous habituation can serve as an effective model for cultivating students’ religious character, leadership capacity, and holistic educational development in Islamic boarding school settings.
Co-Authors Ayatullah Khumaini Barnabas