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All Journal Jurnal Manajemen Pendidikan Journal of Islamic Education Policy LUGATUNA : Jurnal Prodi PBA KABILAH : Journal of Social Community Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman JURNAL PENDIDIKAN TAMBUSAI Jurnal Kridatama Sains dan Teknologi Darmabakti : Junal Pengabdian dan Pemberdayaan Masyarakat AL-AF'IDAH: Jurnal Pendidikan Bahasa Arab dan Pengajarannya REVELATIA: Jurnal Ilmu al-Qur`an dan Tafsir Jurnal Ahsana Media : Jurnal Pemikiran, Pendidikan dan Penelitian ke-Islaman Proceeding International Seminar of Islamic Studies Az Zarqa': Jurnal Hukum Bisnis Islam Jurnal Ilmiah Kampus Mengajar Tsaqofah: Jurnal Penelitian Guru Indonesia El-Rusyd Kariman: Jurnal Pendidikan Keislaman Bahtsuna: Jurnal Penelitian Pendidikan Islam Asian Journal of Early Childhood and Elementary Education (Indonesian of Interdisciplinary Journal) Advances In Social Humanities Research Proceeding Of International Conference On Education, Society And Humanity LEADERIA : Jurnal Manajemen Pendidikan Islam
Mujiburrohman Mujiburrohman
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Aksiologi Pendidikan Islam dalam Penggunaan Gadget bagi Penghafal Al-Qur’an di Era Digital (Studi Kasus di Pondok Pesantren Tahfidz Al Atsar Yogyakarta) Mujiburrohman, Mujiburrohman; Muzahid, Hizbullah
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8432

Abstract

Developments in digital technology, particularly the use of gadgets, present both challenges and opportunities for Islamic educational institutions, including pesantren tahfidz of Al-Qur’an, because on the one hand they can support learning processes and access to knowledge, while on the other they may generate distractions, weaken the adab of knowledge seekers, and disrupt the quality of Al-Qur’an memorization. This study aimed to examine the use of gadgets among Al-Qur’an memorizers at Pondok Pesantren Tahfidz Al Atsar Yogyakarta from the perspective of the axiology of Islamic education. It employed a qualitative approach with a philosophical-normative paradigm and a case study strategy, with data obtained through interviews with the pesantren leader, ustadz of tahfidz, and santri, observations of student activities, and documentation studies of pesantren regulations. The data were analyzed using thematic analysis within the framework of the axiology of Islamic education, the concept of adab of knowledge seekers, and the principles of maslahah and mafsadah in the use of technology. The findings show that gadgets are understood as neutral tools that acquire value when used in accordance with the educational goals of tahfidz, while gadget restriction policies are based on considerations of public benefit, the preservation of adab, discipline, and the quality of students’ memorization. Controlled gadget use helps maintain learning focus and the quality of Al-Qur’an memorization, whereas unregulated use potentially generates negative impacts. This study underscores the importance of an axiological approach to managing digital technology in Islamic educational institutions so that its utilization remains aligned with the values and objectives of Al-Qur’an memorization education.
Implementasi Nilai-Nilai Qur’ani dalam Membentuk Karakter Islami Santri di Lembaga Rumah Qur’an Nurul Jihad Atari Jaya (Aksiologi Pendidikan Tahfidz) Mujiburrohman, Mujiburrohman; Rosyidah, Fahmi
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8447

Abstract

Although Qur’anic values have been widely discussed in previous studies, research that specifically highlights the role of Qur’anic values in shaping the Islamic character of santri, particularly in the Indonesian context, remains relatively limited. This study aimed to examine in depth the implementation of Qur’anic values in the formation of Islamic character at Lembaga Rumah Qur’an Nurul Jihad Atari Jaya, while also describing the history of the institution’s establishment, with a focus on how values in the philosophy of Islamic education, namely ubudiyah (servitude to Allah), khalifah (stewardship), ahsan (optimization of deeds), adil (justice), and mas’uliyah (responsibility), are actualized in learning strategies, curriculum management, and the formation of students’ Islamic character. A descriptive qualitative approach was employed, involving field observations of the tahfidzul Qur’an learning process and in-depth interviews with two tahfidz teachers and the head of the Rumah Qur’an institution. The findings show that the implementation of Qur’anic values at Rumah Qur’an Atari Jaya represents strong integration between the philosophy of Islamic education and the practice of Islamic character formation, thereby realizing an educational practice that is comprehensive, contextual, and transformative. These values function not only as a conceptual foundation in institutional documents but have also been internalized within a humanistic and spiritual learning culture oriented toward strengthening the Islamic character of santri. This study also opens up opportunities for further, more critical exploration of the implementation of Qur’anic values in character formation across diverse Islamic educational institutions.
Analisis Epistemologi Pembelajaran Al-Qur’an di Madrasah Ibtidaiyyah Program Khusus Pondok Pesantren Imam Bukhari Surakarta Mujiburrohman, Mujiburrohman; Tamyiz, Achmad
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8480

Abstract

The development of Al-Qur’an learning in Islamic primary education institutions requires a solid epistemological foundation so that the transmission of knowledge is not merely technical but also aligned with the aims of Islamic education. This study aimed to analyze the sources and methods of Al-Qur’an knowledge applied in the learning process at Madrasah Ibtidaiyyah Program Khusus (MI PK) Ponpes Imam Bukhari Surakarta from the perspective of the epistemology of the philosophy of Islamic education. A descriptive qualitative approach was employed, with data collected through in-depth interviews with three teachers, classroom observations, and curriculum documentation review. The findings show that Al-Qur’an learning at MI PK fundamentally positions revelation (Al-Qur’an and Sunnah) as the primary source of knowledge, with a dominance of the bayani (textual) method implemented through the talaqqi and tahfizh system as a form of commitment to the transmission of authoritative and authentic knowledge. The study concludes that the epistemology of Al-Qur’an learning at MI PK Ponpes Imam Bukhari is characterized by a tauhidi epistemology that prioritizes the authority of the sacred text and the teacher’s sanad, while reason and the senses function as auxiliary instruments in understanding and internalizing the teachings of the Al-Qur’an.
Ontologi Pendidikan Islam: Studi Kasus Pengajaran Nilai Islam di Jenjang Tsanawiyah Pesantren Imam Bukhari Karanganyar Mujiburrohman, Mujiburrohman; Shodiq, Arsyad
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8498

Abstract

Pesantren are the oldest Islamic educational institutions in Indonesia and, in their development, have been shaped by educational dynamics and societal needs, leading many pesantren to provide formal school education and various other activities to enhance the community’s economic potential with the pesantren as the central hub. The operation of pesantren is consistently grounded in an educational philosophy that serves as the basis for formulating educational goals, curricula, and educational practices. This study aimed to describe the educational philosophy at Pondok Pesantren Imam Bukhari Karanganyar. The research employed a field study model at a pesantren khalaf using a qualitative approach, in which data were obtained through interviews, direct observations at Pondok Pesantren Imam Bukhari Karanganyar, and document study. The collected data were then processed and qualitatively analyzed to uncover the philosophical dimensions that underlie educational practices at the pesantren. The findings show that there is an ontological foundation of educational philosophy at Pondok Pesantren Imam Bukhari Karanganyar that underpins the organization of educational processes and the development of the pesantren’s role within the wider community. These findings affirm the importance of Islamic educational philosophy studies as a normative and conceptual reference for the management of pesantren in an era of dynamic social change.
Implementasi QS. Al-Baqarah Ayat 30 dan QS. Adz-Dzariyat Ayat 56 dalam Pendidikan Santri di Pondok Pesantren Qur’an dan IT Al-Mahir Muzhaffar, Zidan Arif; Mujiburrohman, Mujiburrohman
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8529

Abstract

This study aimed to analyze the implementation of QS. Al-Baqarah verse 30 and QS. Adz-Dzariyat verse 56 in the education of santri at Pondok Pesantren Qur’an dan IT Al-Mahir, positioning the human role as khalifah on earth and the purpose of creation as worship of Allah as the primary normative framework. The research employed a qualitative method with a case study approach, using participant observation, in-depth interviews, and document analysis related to the curriculum, daily activities, and student development programs. The findings show that the values contained in these two verses are implemented through an emphasis on akhlaq formation, the strengthening of worship, and the holistic development of santri in spiritual, intellectual, and skills-based dimensions, including the responsible use of information technology. Implementation is carried out in a structured manner through the integration of khalifah and ubudiyyah values into the curriculum, the habituation of worship and adab in daily activities, and spiritual guidance that underscores students’ personal accountability before Allah and their social roles in the wider community. These results contribute to the development of Islamic education grounded in Qur’ani values and have implications for strengthening the quality of education at Pondok Pesantren Qur’an dan IT Al-Mahir as an institution that prepares santri to be persons of character and knowledge, committed to devotion to Allah and service to society.
Filsafat Pendidikan Islam dalam Pembentukan Karakter di Kuttab Al-Husnayain Surakarta Mujiburrohman, Mujiburrohman; Fahriani, Aulia Nurul
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8535

Abstract

Although the role of Islamic educational philosophy in shaping students’ character has been widely studied, research that specifically examines its direct application in daily habituation within school environments remains limited. This study aimed to describe how the steps of Islamic educational philosophy are implemented and habituated directly in the process of student character formation. A qualitative approach with an interview-based design was employed, involving three teachers as participants who directly applied habituation practices grounded in Islamic educational philosophy in everyday school activities. Data were collected through in-depth interviews with the teachers and analyzed thematically to reveal patterns of implementation and the meanings they construct regarding student character formation. The interview analysis illustrates the extent to which Islamic educational philosophy is positioned as a normative and practical foundation in behavioral habituation, as well as how teachers understand their role in instilling these values in students. These findings contribute to the development of Islamic educational philosophy theory in student character formation and broaden understanding of the implementation of Islamic philosophical values in educational practice. The study concludes by emphasizing the importance of the consistent application of Islamic educational philosophy by teachers and parents in character-building steps and highlights both theoretical and practical implications for strengthening character education based on Islamic educational philosophy, while also opening opportunities for further exploration in subsequent studies.
Konsep Pendidikan Akhlak Menurut Al Ghazali dan Implementasinya di MTs SA Al Islam Jamsaren Mujiburrohman, Mujiburrohman; Pramono, Agus
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8539

Abstract

This study aimed to analyze Al-Ghazali’s concept of moral education (tarbiyat al-akhlaq) and its implementation at MTs SA Al-Islam Jamsaren Surakarta by examining the roles of Islamic Religious Education (PAI) and Guidance and Counseling (BK) teachers, the moral education methods applied, students’ responses and behaviours, the challenges encountered, and the efforts undertaken to address them. The research employed a qualitative approach with a descriptive–analytical design, with data obtained through in-depth interviews with Aqidah Akhlak and Al-Qur’an Hadith teachers and BK teachers, observations of student behaviour, and document analysis. The findings show that moral education at MTs SA Al-Islam Jamsaren Surakarta is implemented in an integrated manner through PAI learning, religious habituation activities, enforcement of school rules, and guidance and counseling services. The methods used include role modelling, habituation, persuasive advice, and the application of educational reward and punishment. Students’ responses to the moral education programs are generally positive, although the level of internalization of moral values varies due to differences in family background, peer environment, and exposure to digital media. The main challenges identified include limited instructional time, diversity of student characteristics, and insufficient synergy with the family environment. Efforts to overcome these constraints are carried out through strengthening teachers’ exemplary conduct, consistently habituating virtuous behaviour, adopting humanistic counseling approaches, and enhancing cooperation between the madrasah and parents. These findings indicate that the implementation of moral education at MTs SA Al-Islam Jamsaren Surakarta is conceptually and practically aligned with Al-Ghazali’s thought, which emphasizes spiritual cultivation, habituation, and gradual, continuous character formation.
Analisis Aksiologi Pendidikan Islam dalam Pelajaran Akidah Akhlak Mujiburrohman, Mujiburrohman; Aula, Fitria Faradina Kafa
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8560

Abstract

Islamic education is not solely oriented towards the acquisition of knowledge but also towards the formation of students’ values and behaviour, making the axiological dimension an essential aspect, particularly in Akidah Akhlak learning. This study aimed to analyse the concept of axiology in Islamic education and its implementation in Akidah Akhlak instruction. A qualitative method was employed with a field-study approach through direct observation in a madrasah to examine problems in Akidah Akhlak learning within real classroom contexts. The findings show that the axiology of Islamic education in Akidah Akhlak lessons emphasises the inculcation of faith-based, moral, ethical, and noble character values as the foundation for students’ character formation. These values are not only presented at a theoretical level but are also directed towards practice in daily life through a continuous internalisation process. The findings affirm that Akidah Akhlak learning functions as an effective means of internalising Islamic values to shape individuals who are faithful, possess noble character, and act responsibly in social life, while simultaneously strengthening the position of axiology as a normative and practical foundation in the development of character-based Islamic education.
Penanaman Aqidah Islam Ditinjau dari Ontologi dan Epistemologi Islam di Pondok Pesantren: Studi Kasus di Madrasah Aliyah Pondok Pesantren Luqmanul Hakim Mujiburrohman, Mujiburrohman; Kurniawan, Ilham
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8568

Abstract

In the midst of modernity, the understanding of Tauhid in Islamic education is often trapped in dogmatic memorisation without rational and spiritual depth, thus necessitating a more philosophical and reflective approach to the concept of divine oneness. This study aimed to analyse the concept of Tauhid through two main philosophical approaches, namely ontology and epistemology, as well as its implementation in Islamic education at MA Lukmanul Hakim. A qualitative method was employed through field research using observation, interviews, and content analysis to explore how Tauhid is understood as the reality of existence (ontology) and how knowledge of divine oneness is acquired and validated (epistemology). The findings show that, ontologically, Tauhid establishes Allah as wājib al-wujūd (absolute existence) who is entirely distinct from creation (laysa kamithlihi shay’un), whereas epistemologically the understanding of Tauhid is constructed through the integration of revelation (dalil naqli), reason (dalil ‘aqli), and spiritual experience (‘irfānī). The internalisation of Tauhid values in the educational process is carried out by harmonising science and religion, whereby science explains the mechanisms of the natural world (how), while Tauhid explains the intellectual agent behind them (who). The study concludes that a philosophical approach to Tauhid not only deepens students’ theoretical understanding but also provides intellectual immunity for the younger generation in facing the challenges of materialism and secularism in contemporary Islamic education.
Epistemologi Pengajaran Tauhid pada Tingkat Dasar: Prioritas Wahyu di atas Akal dalam Pembentukan Sumber Ilmu Santri SMP Pesantren Imam Bukhari Mujiburrohman, Mujiburrohman; Alfajri, Hamzah
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8571

Abstract

This study aimed to conduct an in-depth analysis of the epistemology of Tauhid instruction for first-year junior high school santri at Pesantren Imam Bukhari, with a focus on the principle of prioritising revelation (naqli) over reason (‘aqli) as the primary source of truth. Using a qualitative method with a case study approach, data were collected through interviews with three akidah teachers, observations of the teaching–learning process, and analysis of curriculum documents. The findings show that the pesantren’s epistemology consistently establishes revelation as the highest authority (ḥujjah), which at the basic level is instilled through the use of simple pedagogical analogies and an emphasis on obedience in religious practice rather than philosophical debate. The assertion of the priority of revelation has axiological implications for the formation of early disciplinary character and absolute obedience (taslīm) to religious teachings, which serves as a foundation for future steadfastness in creed (istiqāmah). These findings affirm that developing an epistemology of Tauhid instruction grounded in the priority of revelation for junior high school santri plays a strategic role in building the foundations of faith and early obedience within the context of pesantren education.
Co-Authors Abdulah, Mu'in Abdullah Abdullah Abdullah, Mu’in Adi Septiawan Agus Pramono Agus Triyono Ahmad Ghufron, Iffan Ahmad Mujib, Ahmad Ahmad Saad Nurifai Ahmad Syafiq Akbar, Muhammad Aidil Alfajri, Hamzah Amriati, Ulil Andi Rosa Anshori, Nanang Aula, Fitria Faradina Kafa Ayi Najmul Hidayat azzarqa, azzarqa Dewi, Rachma Rusdiana Fahriani, Aulia Nurul Faqih, Moh. Mahfudz Firdiana, Linda Hadiwijaya, Lalu Firman Hamdani, Arfan Hefniy, Hefniy Hidayatul Chasanah Hidayatus Sibyan Hudallah, Hudallah Ibnu Ali Ilham Ilham Ilham Kurniawan Imron , Ali Indra Ramdhatul Rusfa Irsyad Mahardi Hanardika Isrofuzain, Isrofuzain Istikotimah, Istikotimah Jamalie, H. Zulfa Jauhara, Ratna Jayyid, Difa’ul Fikri Jumingan Jumingan Jumsar, Muhammad Khafidoh, Khafidoh Khamdani, Agus Walid Khidir Mansyur Khoirin, Taufiq Khotimah, Anisa Nur Luthfi, Moh M. Nur Saefullah Manses, Ilham Marini, Melani Ida Masithoh, Fisa Bela Miftahurohman, Miftahurohman Muchasin, Fiki Vendi Muhammad, Faiz Rasyid Muharromah, Fityatul Muhtad, Fauzi Al Muzahid, Hizbullah Muzhaffar, Zidan Arif Nurjannah Nurjannah Nurwijayanti Nuryahya, Ikhsan Permatasari, Indah Gilang Pitriatin, Pitriatin Prasetyo, Dony Agus Priyanto Priyanto Putra, Muhamad Risky Ramdani Ramdansyah, Agus David Rohmah, Mar-Atin Nabila Rosyidah, Fahmi Rudi Hermawan Sani, Mutiara Sayidah, Aminatus Sa’ad, Suadi Shidiq, Muh. Shodiq, Arsyad Sholekah, Umma Rohmah Siswoyo Siswoyo Sriyanta, Sriyanta Sudiarto Sudiarto Sulaiman, Agam Supono, Eko Suyatman Suyatman Syafi'i, Ahmad Helwani Syafii, Much. Syafi’i, Ahmad Helwani Tamyiz, Achmad Tarno Tarno Teti Ratnawulan Umar Faruq Viviolita Nur Febriani Wauran, Meissara Putri Andannari Widyaningsih, Erna Yadi, Yadi Yaman, Nur Yulqowin, Ilma Zakiyyan, Ibnu