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All Journal Wahana Akademika: Jurnal Studi Islam dan Sosial Jurnal Asy-Syukriyyah An Naba Jurnal Pemikiran dan Penelitian Pendidikan Islam eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Wahana Akademika: Jurnal Studi Islam dan Sosial Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Lektur Keagamaan Jurnal Edukasi Jurnal Asy-Syukriyyah Intelektual: Jurnal Pendidikan dan Studi Keislaman Al-Abqary: Jurnal Pemikiran Mahasiswa Pendidikan Islam EDUKASIA: Jurnal Penelitian Pendidikan Islam
Muhammad Amiruddin Dardiri
Universitas Nahdlatul Ulama Surakarta
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Aksiologi Pendidikan Islam (Nilai Moderasi Pendidikan Karakter dalam Primbon Serat MBonang) Waluyo, Waluyo; Triwibowo, Agus; Al Fajri, Muhammad; Dardiri, Muhammad Amiruddin; Supriyanto; Alif Utama, Mohamad Maulidin Alif Utama
Jurnal Lektur Keagamaan Vol 23 No 2 (2025): Jurnal Lektur Keagamaan Vol. 23 No. 2 Tahun 2025
Publisher : Center for Research and Development of Religious Literature and Heritage, Agency for Research and Development and Training, Ministry of Religious Affairs of the Republic of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31291/jlka.v23i2.1268

Abstract

Serat Mbonang is a classical Javanese religious manuscript attributed to Sunan Bonang that contains teachings on theosophy, theology, kalam, and Sufism. Although previous studies have examined its doctrinal and metaphysical aspects, limited research has explored its axiological structure and its relevance for contemporary Islamic character education. This study aims to address this gap by analyzing the integration of divine and human values in Serat Mbonang through the lens of Islamic educational axiology. The research employs a qualitative descriptive design using library data. Primary data consist of the Serat Mbonang manuscript, while secondary data include scholarly works on Nusantara religious literature, Sufism, and Islamic educational philosophy. Data were analyzed through textual analysis, interpretative reading, and axiological categorization supported by hermeneutic interpretation. The findings show, first, that Serat Mbonang constructs a coherent value system in which tawhid, spiritual discipline, and ethical conduct are presented as mutually reinforcing principles. Second, the manuscript embeds character education through aesthetic and cultural expressions, demonstrating the pedagogical role of art in Walisongo traditions. Third, the text offers an integrated model of value formation that rejects the dichotomy between divine and human values. These findings imply that Serat Mbonang provides a culturally grounded framework for Islamic character education relevant to modern contexts. The study concludes by recommending the integration of local wisdom-based manuscripts into contemporary educational models to strengthen value-oriented learning. 
Reconstruction of Ta’dib Concept: A Critique and Redefine of Syed Muhammad Naquib al-Attas’s Thought Dardiri, Muhammad Amiruddin; Baidhawy, Zakiyuddin; Supardi, Supardi
EDUKASIA Vol 21, No 1 (2026): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v21i1.36942

Abstract

Syed Muhammad Naquib al-Attas’s concept of ta’dib as an Islamic educational framework has faced various epistemological, pedagogical, and practical critiques. These critiques do not indicate a weakness in the philosophical substance of ta’dib itself; rather, they reveal the absence of an operational formulation capable of bridging Al-Attas’s philosophical vision with the practical demands of contemporary Islamic education. This study aims to reconstruct the concept of ta’dib to make it more operational and applicable as a paradigm for Islamic education curriculum. This study employed Paul Ricoeur’s philosophical hermeneutic approach through three stages (distanciation, critical interpretation, and appropriation). The findings showed the philosophical substance of ta’dib is internally coherent and remains valid despite existing critiques. The novelty of this study lies in transforming ta’dib from a philosophical-normative concept into a structured conceptual-operational model, by redefining ta’dib as a conscious and gradual process of internalizing justice that integrates spiritual, intellectual, and moral dimensions, and systematically translating it into four core curriculum components: objectives, content, methods, and assessment. Thus, this study not only offers a theoretical reinterpretation, but also provides a new implementable framework for operationalizing ta’dib as a comprehensive alternative paradigm of Islamic education that is relevant to contemporary educational challenges.
Co-Authors Achfan Aziz Zulfandika Al Fajri, Muhammad Alif Utama, Mohamad Maulidin Alif Utama Anzar Aquil Anzar Aquil Dian Wulandari Dona Nur Fitriyanti Enggal Bagas Nova Saputra Saiddaeni Saiddaeni SHOKHIBUL MIGHFAR Supardi Supardi Supriyanto Supriyanto Su’aidi, Mohamad Zaki Triwibowo, Agus waluyo waluyo Waluyo Waluyo Waluyo Waluyo Zakiyuddin Baidhawy