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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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Peran Filsafat dalam Lembaga Pendidikan Islam di MTs Al Kahfi Surakarta (Studi Analisis Ontologi, Epistemologi, dan Aksiologi) Yadi, Yadi; Yaman, Nur; Mujiburrohman, Mujiburrohman
TSAQOFAH Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7208

Abstract

This study aims to analyze the role of philosophy within the Islamic education system at MTs Al Kahfi Surakarta through the lenses of ontology, epistemology, and axiology. Fundamentally, Islamic educational institutions serve not only as channels for knowledge transmission but also as spaces for shaping holistic individuals who are faithful, knowledgeable, and virtuous. The research employed a qualitative case study method, utilizing observation, in-depth interviews, and documentation, with data analyzed using the interactive model of Miles and Huberman. The findings reveal that ontological values are reflected in the view of students as both spiritual and social beings; epistemological values are embodied in the integration of revelation and reason within the learning process; while axiological values are evident in the orientation of education toward character formation, morality, and social responsibility. Although these philosophical values are implicitly integrated, their implementation faces challenges such as limited philosophical awareness among educators, curriculum dualism, and the dominance of academic standardization. Nevertheless, strategic opportunities remain through the school’s religious culture, integrated curriculum, and the openness of young educators to Islamic intellectual innovation. This study recommends strengthening teachers' philosophical competence and developing value-based Islamic educational institutions through systematic and reflective approaches.
Analisis Aksiologi Filsafat Islam dalam Penanaman Adab Santri di PPTQ Nurul Iman Suyatman, Suyatman; Supono, Eko; Mujiburrohman, Mujiburrohman
TSAQOFAH Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7209

Abstract

This study aims to analyze the axiological values of Islamic philosophy in the process of instilling adab (ethical conduct) among students (santri) at Pondok Pesantren Tahfidzul Qur’an (PPTQ) Nurul Iman. The research is grounded in the understanding that adab plays a fundamental role in shaping students’ character and morals, while also serving as a practical implementation of Islamic philosophy, which emphasizes harmony between knowledge, values, and action. A descriptive qualitative method was used, with data collected through observation, in-depth interviews, and documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings show that the application of axiological values of Islamic philosophy is reflected in the habituation of polite behavior, respect for teachers, discipline, responsibility, and self-control. Supporting factors include the exemplary conduct of ustadz/ustadzah, a conducive pesantren environment, and the integration of Islamic values within the curriculum and daily activities. Challenges identified include the influence of digital culture, diverse student backgrounds, and consistency in supervision. The study concludes that instilling adab based on the axiology of Islamic philosophy at PPTQ Nurul Iman significantly contributes to the formation of well-mannered, knowledgeable, and virtuous students, though adaptive strategies are needed to address the challenges of the modern era.
Peran Filsafat dalam Pembentukan Akhlak dan Etika Peserta Didik di MTs Negeri 5 Demak Masithoh, Fisa Bela; Mujiburrohman, Mujiburrohman
TSAQOFAH Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7212

Abstract

This study aims to examine the role of philosophy in shaping the morals and ethics of students at MTs Negeri 5 Demak. Within the context of Islamic education, philosophy plays a fundamental role in establishing a moral and ethical foundation that supports the development of well-guided personal character. A qualitative approach was used to explore the application of philosophical thought in classroom instruction and its impact on students’ character development. The study focuses on linking philosophical teachings with the educational practices implemented by teachers in cultivating students’ moral and ethical behavior. The findings reveal that the teaching of philosophy at MTs Negeri 5 Demak goes beyond textual theoretical understanding and is oriented toward the internalization of philosophical values in everyday life. Teachers serve as facilitators, guiding students to understand and practice ethical and moral principles from Islamic philosophy, such as wisdom, justice, and responsibility. Thus, philosophy functions as a crucial instrument in character formation, enabling students to become not only academically capable but also morally upright in both social and spiritual life. This study is expected to contribute to strengthening the integration of philosophy in Islamic education to shape an ethical and character-driven younger generation.
Landasan Filosofis Pendidikan Islam dan Implikasinya pada Sistem Pendidikan di Lembaga Pendidikan Madrasah Aliyah Sholihiyyah Sani, Mutiara; Mujiburrohman, Mujiburrohman
TSAQOFAH Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7313

Abstract

Islamic education is grounded in philosophical principles that integrate divine revelation, reason, and local cultural values as the foundational pillars in shaping the educational system within Islamic institutions. This article aims to examine the philosophical foundations of Islamic education, including the concepts of tauhid, revelation, and reason, as well as their implications for institutional structure, curriculum development, and teaching methods. Using a qualitative approach and theoretical review, this study reveals that these philosophical foundations shape a holistic, integrated, and value-driven Islamic education system oriented toward the development of individuals who are faithful, knowledgeable, and morally upright. The practical implications are evident in the development of curricula rooted in Islamic values that are responsive to contemporary dynamics and social needs. An Islamic education system based on these philosophical principles enables the creation of learning processes that emphasize not only cognitive development but also spiritual and moral dimensions, making it highly relevant for implementation in modern educational contexts.
Implikasi Ontologi Filsafat Pendidikan Islam terhadap Pemahaman Hakikat Manusia dalam Kurikulum SMP Muhammadiyah 8 Surakarta Irsyad Mahardi Hanardika; Mujiburrohman Mujiburrohman
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.v6i4.10903

Abstract

An understanding of the nature of human beings is a fundamental aspect of Islamic educational philosophy because it determines the direction, objectives, and orientation of the educational curriculum. This study aims to explore the implications of the ontology of Islamic educational philosophy for understanding the nature of human beings in the curriculum of SMP Muhammadiyah 8 Surakarta, particularly in character formation and the development of students’ potential. This study employed a qualitative descriptive approach with a field study design. Data were collected through interviews, observation, and documentation, and were then analyzed descriptively and interpretatively to identify the ontological values underlying the curriculum and educational practices at the school. The findings show that the understanding of human beings as spiritual, social, and potential beings is reflected in the curriculum structure, learning strategies, and character development approaches at SMP Muhammadiyah 8 Surakarta. These findings affirm that the school curriculum contains an ontological foundation that views students as subjects of education who are directed to develop toward insan kamil. The conclusion of this study indicates that the ontology of Islamic educational philosophy plays an important role in developing a curriculum that is integral, humanistic, and oriented toward the holistic development of human potential. The implications of this study provide a theoretical contribution to the development of Islamic educational philosophy and a practical reference for Islamic educational institutions in designing a basic education curriculum that is more aligned with the concept of human nature in Islam.
Implementasi Nilai-Nilai Aksiologi Filsafat Pendidikan Islam dalam Pembentukan Akhlak Peserta Didik di SMP IT At-Taqwa Grabag Magelang Ahmad Saad Nurifai; Mujiburrohman Mujiburrohman
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.v6i4.10905

Abstract

The implementation of axiological values in Islamic educational philosophy has an important role in shaping students’ morals amid the challenges of social, cultural, and technological developments that influence the behavior of the younger generation. This study aims to analyze the implementation of axiological values in Islamic educational philosophy in shaping students’ morals at SMP IT At-Taqwa Grabag Magelang, identify the strategies used by the school, and examine their implications for strengthening students’ character. This study employed a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was tested using source and technique triangulation. The results show that the implementation of axiological values in Islamic educational philosophy was carried out through the integration of Islamic values into learning, habituation of worship, teacher role modeling, strengthening of the school’s religious culture, and character development activities. The values developed include honesty, responsibility, discipline, social care, and religiosity. This implementation contributed to the formation of students’ morals as reflected in their daily behavior, both within and outside the school environment. The conclusion of this study emphasizes that the axiological values of Islamic educational philosophy have a strategic role in building students’ character and morals holistically. The implications of the study include theoretical contributions to the development of Islamic educational philosophy studies and practical implications for schools in strengthening an Islamic value-based religious culture as a foundation for sustainable character education.
Analisis Aksiologi Filsafat Pendidikan Islam dalam Penguatan Pendidikan Karakter Peserta Didik di SMP IT At-Taqwa Grabag Magelang M. Nur Saefullah; Mujiburrohman Mujiburrohman
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.v6i4.10906

Abstract

Strengthening character education has become an urgent need amid the moral and social challenges faced by students in the modern era. In this context, Islamic educational philosophy, particularly from an axiological perspective, provides a value foundation oriented toward the formation of noble morals, responsibility, discipline, honesty, and social care. This study aims to analyze the implementation of axiological values in Islamic educational philosophy in strengthening students’ character education at SMP IT At-Taqwa Grabag Magelang. This study employed a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies involving the principal, teachers, and students. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was tested using source and technique triangulation. The results show that the axiological values of Islamic educational philosophy were implemented through the integration of character values into learning, habituation of worship, teacher role modeling, strengthening of Islamic school culture, and extracurricular activities based on character development. This implementation contributed to the formation of religious, disciplined, honest, responsible, and socially caring character. The conclusion of this study emphasizes that the axiology of Islamic educational philosophy has a strategic role in strengthening students’ character education through the internalization of Islamic values integrated into all educational activities. The implications of the study include theoretical contributions to the development of Islamic educational philosophy studies and practical implications for schools in formulating policies and learning models oriented toward strengthening character based on the philosophical values of Islamic education.
Paradigma Epistemologi Filsafat Pendidikan Islam sebagai Landasan Pembelajaran di SMP IT At-Taqwa Grabag Magelang Khidir Mansyur; Mujiburrohman Mujiburrohman
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.v6i4.10907

Abstract

The epistemological paradigm in Islamic educational philosophy has a fundamental role in building a conceptual foundation for learning that integrates revelation, reason, and empirical experience as sources of knowledge. The challenges of contemporary education require a learning model that is oriented not only toward mastery of knowledge but also toward the formation of students’ character and spiritual values. This study aims to analyze the epistemological paradigm of Islamic educational philosophy as a foundation for learning at SMP IT At-Taqwa Grabag Magelang. This study employed a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The results show that the epistemological paradigm of Islamic education at SMP IT At-Taqwa Grabag Magelang was built through the integration of revelation, reason, and experience as sources of knowledge. The implementation of this paradigm is reflected in lesson planning, the implementation of the teaching and learning process, the habituation of Islamic values, and evaluation that emphasizes the balance of cognitive, affective, and psychomotor aspects. This paradigm contributes to strengthening students’ religious character, critical thinking skills, and moral awareness. The conclusion of this study emphasizes that the epistemology of Islamic educational philosophy serves as an important foundation for building a holistic learning system oriented toward the integral development of human potential. The implications of the study include theoretical contributions to the development of Islamic educational philosophy studies and practical implications for Islamic educational institutions in designing learning based on values, knowledge, and character.
Internalisasi Nilai-Nilai Akhlaqul Karimah dalam Pendidikan Dasar di SD IT Al Falaah Sambi Boyolali (Studi Analisis Aksiologi Filsafat Islam) Hidayatul Chasanah; Mujiburrohman Mujiburrohman
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.v6i4.11095

Abstract

Although the internalization of ethical values and character has received attention in various studies, research that specifically discusses the internalization of akhlaqul karimah values in elementary school teaching and learning activities through the axiological perspective of Islamic philosophy remains limited. This study aims to examine the process of internalizing akhlaqul karimah values in teaching and learning activities at SD IT Al Falaah Sambi Boyolali using the axiological perspective of Islamic philosophy. This study employed a descriptive qualitative approach with a case study method. This approach was chosen to explore in depth the process of internalizing akhlaqul karimah values in the basic education environment. Data were collected through interviews, observation, and documentation, and were then analyzed using an interactive qualitative approach. The findings show that the internalization of akhlaqul karimah values at SD IT Al Falaah Sambi Boyolali takes place through various school activities, such as the tahfidz program, the qiroa’ati program, and learning activities. These findings affirm that akhlaqul karimah values can be systematically internalized through the integration of religious activities and the learning process. The conclusion of this study indicates the importance of internalizing akhlaqul karimah values for shaping the character of elementary school students. The implications of this study provide a theoretical contribution to the development of literature on the internalization of akhlaqul karimah values in basic education, as well as a practical reference for educational institutions and teachers in developing Islamic value-based learning. This study also opens opportunities for further research on the axiological analysis of Islamic philosophy in other educational aspects.
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