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All Journal El-QUDWAH Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman JURNAL PENDIDIKAN TAMBUSAI PARAMUROBI Islamika: Jurnal Keislaman dan Ilmu Pendidikan Majalah Ilmu Pengetahuan dan Pemikiran Keagamaan Tajdid Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika Religia Edunity: Kajian Ilmu Sosial dan Pendidikan PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti Khidmatussifa: Journal of Islamic Studies Kariman: Jurnal Pendidikan Keislaman Muta'allim: Jurnal Pendidikan Agama Islam An-Nahdloh: Journal of Education and Islamic Studies Jurnal Tarbiyatuna : Kajian Pendidikan Islam
Imron Rossidy
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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KONSEP TASAWUF DALAM ISLAM DAN APLIKASINYA DALAM MEMBANGUN NILAI-NILAI ETIKA SOSIAL BAGI PESERTA DIDIK ERA MODERN Firman Jumbati; Silvia Isna Auladah Herman; Imron Rossidy; Muhammad Inam Esha
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15576

Abstract

The development of the modern era has brought various challenges to the formation of students' social ethics, including moral degradation and spiritual crises. Therefore, the concept of tasawuf (Islamic Sufism) offers a relevant approach to addressing these issues. This study aims to: (1) identify the concepts of tasawuf in Islam that are relevant to students' social ethical values in the modern era, and (2) analyze their application in fostering students' social ethical values. The research employs a qualitative descriptive approach through library research, involving the analysis of relevant classical and contemporary literature. The findings reveal two main points: (1) the concepts of tasawuf, such as tazkiyatun nafs (self-purification), muhasabah (self-reflection), and mujahadah (self-discipline), play a significant role in developing students' social ethical values in modern life; and (2) the application of these concepts strengthens and deepens essential social ethical values, including honesty, empathy, solidarity, and social responsibility among students. It can therefore be concluded that the concepts of tasawuf and their practical application effectively reinforce social ethical values, contributing to the development of students with noble character who are better equipped to face the moral and spiritual challenges of the modern era.
CORAK PEMIKIRAN TASAWUF DALAM TRADISI INTELEKTUAL ISLAM: IMPLIKASINYA DALAM PEMBENTUKAN MORAL SISWA DI ERA DIGITAL Widya Maulidatul Islamiyah; Fuad Muzaki Munawar; Muhammad In’am Esha; Imron Rossidy
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15839

Abstract

Krisis moral siswa di era digital merupakan salah satu tantangan paling mendesak dalam pendidikan Islam masa kini. Penelitian ini bertujuan untuk: (1) mendeskripsikan corak pemikiran tasawuf dalam tradisi intelektual Islam, dan (2) menganalisis implikasinya pembentukan moral siswa di era digital. Penelitian ini menggunakan metode kualitatif kepustakaan (library research) dengan pendekatan historis-filosofis dan pedagogis. Sumber data penelitian terdiri atas berbagai literatur kepustakaan yang relevan, meliputi buku, artikel jurnal, dan karya ilmiah yang membahas corak pemikiran tasawuf serta relevansinya dalam pembentukan moral siswa di era digital. Hasil penelitian menunjukkan bahwa tiga corak tasawuf, yaitu akhlaqi, irfani, dan falsafi, memiliki karakteristik yang khas namun saling melengkapi dalam tradisi intelektual Islam. Tasawuf akhlaqi yang diwakili Hasan Al-Basri, Al-Muhasibi dan Al-Ghazali menekankan pembentukan akhlak melalui tazkiyatun nafs. Tasawuf irfani yang dikembangkan Al-Hallaj dan Ibn Arabi berpusat pada pengalaman batin, mahabbah ilahiyah, dan konsep insan kamil. Tasawuf falsafi yang dirumuskan Ibn Sina dan Suhrawardi memadukan penalaran filosofis dengan intuisi spiritual melalui hikmah isyraqiyah. Implikasi ketiga corak ini bagi siswa di era digital mencakup dimensi perilaku (akhlaqi), dimensi batin (irfani), dan dimensi intelektual kritis (falsafi), yang bersama-sama menjadi model pembentukan moral holistik yang relevan bagi pendidikan Islam era digital.
EPISTEMOLOGI FILSAFAT DAN TASAWUF DALAM TRADISI KEILMUAN ISLAM: IMPLIKASINYA DALAM PEMBENTUKAN PENDIDIKAN ISLAM YANG HOLISTIS Khoirun Nisaa; Nuriyatul Qomariyah; Muhammad In’am Esha; Imron Rossidy
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16055

Abstract

This study aims to examine the concepts of philosophical epistemology and Sufism in the Islamic scientific tradition, analyze the integration patterns between the two, and identify their implications for the formation of holistic Islamic education. This research is motivated by the dichotomy between rational and spiritual approaches to knowledge, which has resulted in the separation of religious knowledge and general knowledge in the Islamic education system. The method used is qualitative research with a library research approach, with content analysis techniques for books, scientific journals, and relevant literature. The results of the study indicate that first, philosophical epistemology (burhani) places reason as an instrument of rational verification. Second, Sufism epistemology (irfani) emphasizes intuition, inner experience, and purification of the soul as a path to acquiring hudhuri knowledge. Third, the integration pattern between philosophical epistemology (burhani) and Sufism (irfani) shows that these two approaches are complementary, not contradictory, where reason verifies concepts while inner experience absorbs the essence of reality. Fourth, this integration has comprehensive implications for the formation of holistic Islamic education, both ontologically, epistemologically, methodologically, and axiologically. This integration has implications for the ontological, epistemological, methodological, and axiological aspects of Islamic education, so that education is directed toward a balance between the intellectual intelligence and spiritual maturity of students.
KOMPARATIF ANALISIS PEMIKIRAN EPISTEMOLOGI IBNU SINA DAN MULLA SADRA: IMPLIKASINYA TERHADAP PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM DI ERA MODERN Muhammad Ruhul Islam; Azka Ilma Zhafirah; Imron Rossidy; Muhammad Inam Esha
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17217

Abstract

This study conducts a comparative analysis of the epistemological thought of Ibn Sina and Mulla Sadra and examines its implications for the development of Islamic education curricula in the contemporary era, given that the intellectual contributions of both scholars remain highly relevant to ongoing educational discourse. Using a library research method with a qualitative-descriptive approach and comparative analysis of relevant literature, the study finds that Ibn Sina’s epistemology emphasizes the integration of sensory experience, rational reasoning, and intuitive insight, with demonstrative reasoning and intellect serving as the primary tools for attaining truth, whereas Mulla Sadra, through the framework of al-Hikmah al-Muta‘aliyah (Transcendent Philosophy), constructs an epistemological system that unites reason, revelation, intuition, and spiritual experience within an existential and transformative understanding of knowledge. Although both philosophers acknowledge the importance of intellect and metaphysical dimensions, they differ in their conceptualization of knowledge and the relationship between the knower and the known. Their epistemological perspectives collectively offer significant implications for curriculum development that bridges religious and secular sciences, harmonizes rationality and spirituality, and integrates theoretical understanding with practical application and character formation, thereby enabling Islamic education to produce learners who are intellectually competent, ethically grounded, spiritually mature, and capable of navigating modern challenges without losing their Islamic identity.
TELAAH FILOSOFIS INTEGRASI AKAL DAN WAHYU: RELEVANSINYA TERHADAP PENDIDIKAN ISLAM YANG HOLISTIK Muhammad Fatih Arroichan; Fikri Al-Huda Febrian; Muhammad In’am Esha; Imron Rossidy
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17330

Abstract

This study aims to analyze the integration of reason (ʿaql) and revelation (waḥy) from an Islamic perspective and to examine its relevance to the development of holistic Islamic education. The study is motivated by the growing dichotomy between religious and secular sciences, which has led to the fragmentation of knowledge, moral crises, and an imbalance between intellectual and spiritual development in contemporary education. This research employs a library research method with a content analysis approach. Primary sources include the works of Al-Ghazali, Ibn Rushd, Syed Muhammad Naquib al-Attas, Ismail Raji al-Faruqi, and Fazlur Rahman, while secondary sources consist of relevant scholarly books and journal articles. The findings reveal that reason and revelation are complementary sources of knowledge within Islamic epistemology. Reason functions as an instrument for understanding reality and developing knowledge through rational inquiry, whereas revelation provides moral guidance, values, and ultimate purpose for the application of knowledge. Their integration produces a holistic epistemological paradigm capable of overcoming the dichotomy of knowledge and situating scientific inquiry within a tawḥidic framework. Furthermore, this paradigm is highly relevant to the development of Islamic education, particularly in shaping educational goals, curriculum design, learning processes, the role of educators, and evaluation systems that integrate intellectual, spiritual, moral, and social dimensions. Therefore, the integration of reason and revelation offers a conceptual foundation for developing a more balanced, humanistic, and context-responsive model of holistic Islamic education.
IMPLEMENTASI KONSEP INTEGRASI SAINS-ISLAM PADA PROGRAM OLIMPIADE DALAM MEMBENTUK KARAKTER UNGGUL SISWA MAN 2 MALANG Fajriyah, Fatnun; Rossidy, Imron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48921

Abstract

This study was conducted in response to the challenges of modern education that tend to prioritize academic achievement without adequately strengthening students’ religious character and leadership values. The dichotomy between science and religion is considered to contribute to the weakening of students’ moral awareness, making it necessary to examine educational models that integrate science and Islam holistically. This research aims to analyze the implementation of the science-Islam integration concept in the Insan Pro Olympic and research program at MAN 2 Kota Malang and its implications for the formation of students’ superior character. The study employed a qualitative approach with a field research design. Data were collected through participatory observation, in-depth interviews with the head of the Insan Pro program and Olympic students, as well as documentation of religious and academic activities. The collected data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the integration of science and Islam is implemented conceptually through the madrasah’s vision, mission, goals, and institutional culture, and practically through the habituation of religious activities such as congregational prayer, Qur’anic recitation, Quzido (Qur’an, dhikr, and prayer), tausiyah, tahajud prayer, and Islamic motivation sessions within the Olympic coaching process. This integration contributes to the development of superior character traits among students, including religiosity, discipline, responsibility, social awareness, honesty, and leadership with noble morals. The study concludes that the consistent integration of science and Islamic values can serve as an effective model for balancing academic excellence and character education in madrasah environments.
Kontribusi Pemikiran Ibnu Sina terhadap Perkembangan Filsafat Barat dan Islam: Implikasinya dalam Pembentukan Kemampuan Berpikir Kritis Peserta Didik di Era Modern Rosyida, Nur Ayisya; Rossidy, Imron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.49316

Abstract

Critical thinking skills are high-level abilities that are important for students in the modern era. However, these skills are still underdeveloped in the Indonesian education system, resulting in Indonesia ranking low in this area. Ibn Sina was a philosopher who made an important contribution to the development of critical thinking skills. This study aims to analyze the contribution of Ibn Sina's thoughts to the development of Western and Islamic philosophy and its implications for the formation of critical thinking skills in students. The method applied in this study is a qualitative method with a literature study. The data was analyzed using descriptive analysis of Ibn Sina's work, Kitab al-Syifa'. The results of the study show that Ibn Sina's thoughts, especially his concepts of the classification of science, metaphysics, and the theory of emanation, influenced Western philosophy and enriched the tradition of Islamic philosophy. The implication is that the division of theoretical and practical knowledge supports the development of students' critical thinking skills, enabling them to analyze, assess, and apply knowledge logically, creatively, and ethically.
INTEGRASI RASIO DAN RUHANI DALAM ISLAM: IMPLEMENTASINYA DALAM PENDIDIKAN KARAKTER GENERASI Z Sholihah, Lukluk Alawiyatush; Sholihah, Tsaniyatus; Esha, Muhammad In'am; Rossidy, Imron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53844

Abstract

Islamic education in the contemporary era faces an integrative crisis that separates the rational-philosophical dimension from the spiritual-Sufi dimension. This separation becomes even more acute when dealing with Z Generation, which has grown up in a digital ecosystem: cognitively intelligent yet often spiritually empty, experiencing existential anxiety, and losing a sense of life’s meaning. This study aims to formulate an integrative framework between Islamic philosophy and Sufism as the foundation for Z Generation character education, as well as its implementation through the stages of tazkiyatun nafs. This study employs a qualitative approach using library research, with data analyzed descriptively and analytically through a philosophical lens. Research findings indicate that Islamic philosophy and Sufism were never intended to exist separately; both are grounded in the belief that truth originates from God and can be attained through both reason and the heart. The integration of reason and spirituality gives rise to three core competencies: metaphysical awareness, inner resilience (sabr), and a transcendent orientation. Its implementation in character education for Z Generation is realized through the three stages of tazkiyatun nafs: takhalli (purifying the soul of undesirable traits through epistemological ijtihad and self-reflection), tahalli (adornment of the self with virtuous traits through logical discourse and the cultivation of worship), and tajalli (the radiant manifestation of divine consciousness through an understanding of tawhid and the station of tawakkal). This integration offers a model of character education that not only fosters intellectually intelligent individuals but also spiritually mature and morally resilient individuals in the digital age.
Co-Authors Abd Haris Ahmad Barizi Al Kahfi, Musa Alfauzi, Ahmad Robayt Annisa Nuril Faradisa Annisa, Dian Aulia, Rifka Azka Ilma Zhafirah Azzahro', Adibatul Bahiroh Cahayaningsih, Ica Putri Elsyam, Sulthan Fathani Esha, Muhammad In'am Fahma Hurrosatud Diyanah Fajriyah, Fatnun Ferdianto Fikri Al-Huda Febrian Fina Hushunul Ahadiyah Firman Jumbati Fuad Muzaki Munawar Haj, Habil Syahril Kamila Khoirunniswatil Azkiya Khoirun Nisaa Khusnah, Sifaul Kumala, Siti Fatmawati Maemanah, Arina Maslihah, Anis Muhammad Asrori Alfa Muhammad Fatih Arroichan Muhammad Inam Esha Muhammad In’am Esha Muhammad In’am Esha Muhammad Ruhul Islam Muhammad Sholeh Afif Muktamiroh, Ririn Muminin, Dian Amirul Nabil, Wildan Nastiti, Sekar Arum Nur, Neli Alfi Nuriyatul Qomariyah Nurul Yaqien Oktiviana, Nindia Rochim, Achmad Syainur Rosyida, Nur Ayisya Said, Ghiffari Syauqy Sholihah, Lukluk Alawiyatush Sholihah, Tsaniyatus Silvia Isna Auladah Herman SUMIYATI SUMIYATI Susilowati, Ambar Dyan Wahyuni, Esa Nur Widya Maulidatul Islamiyah Zubair, La