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Aceng Kosasih, Aceng

Universitas Pendidikan Indonesia

Author-ID : 573479

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Integrating Science and Technology in Islamic Education through the Tawhid Paradigm Muhammad Hizba Aulia; Aam Abdussalam; Aceng Kosasih; Ahmad Dimyati Ridwan; Muhamad Mauris Faruqi Ali; Achmad Ghiyats Setiawan; M. Nur Faizin
Mauriduna : Journal of Islamic Studies Vol. 6 No. 4 (2025): Mauriduna : Journal of Islamic Studies, November 2025
Publisher : Insitut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/mauriduna.v6i4.26

This study examined the implementation of the tawhid paradigm as an epistemological foundation for integrating science and technology within Islamic education, aiming to address knowledge dichotomy, fragmentation, and curriculum stagnation prevalent in many Islamic educational institutions. Positioned within the framework of Islamic epistemology, this qualitative research adopted a library study design within an interpretative paradigm. Data were obtained from credible scholarly sources such as journal articles, books, and conference papers, and analyzed through descriptive–qualitative content analysis based on the Miles and Huberman model. The findings indicated that the tawhid paradigm underpins three main integration models: interconnection, Islamization of knowledge, and a holistic framework, which collectively strengthen the relationship between academic knowledge, practical expertise, and the development of learners’ spiritual and moral character. This study proposed a synthetic approach emphasizing the systematic and contextual and practical application of these models to foster an ethical and character-driven Islamic scientific civilization. The tawhid paradigm is identified as a strategic foundation for cultivating knowledgeable, ethical individuals capable of contributing meaningfully to the development of a just, civilized, and beneficial society.

Strategi Pembentukan Karakter Disiplin Anak Usia Dini di Banjarmasin Faqihatuddiniyah; Encep Syarief Nurdin; Naniek Mariani; Aceng Kosasih
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 6 No. 1 (2024): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2024 - Januari 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i1.3900

Hasil penelitian menunjukkan bahwa bamainan masyarakat Banjar melakukan penanaman karakter disiplin dengan menamakan pembentukan, hasil dari temuan penelitian tentang proses penanaman karakter disiplin anak usia dini melalui metode pembiasaan adalah: (1) guru membiasakan anak untuk datang tepat waktu; (2) guru membiasakan anak untuk mengembalikan barang ke tempat semula; (3) guru membiasakan anak untuk membereskan mainan setelah bermain di dalam kelas; (4) guru membiasakan anak untuk bersabar dan tertib dalam menunggu giliran mencuci tangan; dan (5) guru membiasakan anak untuk mengantri ketika ingin ke kamar mandi. Pembiasaan yang dilakukan tidak hanya pembiasaan melalui ucapan atau kata motivasi saja, namun pembiasaan melalui perilaku juga dilakukan di masyarakat Banjar, perilaku yang ditunjukkan oleh anak setelah mendapatkan pembiasaan dari guru yaitu: (1) anak datang tepat waktu, akan tetapi ada beberapa anak yang belum bisa datang tepat waktu, hal ini mengacu pada jumlah anak yang terlambat setiap hari mengalami naik turun; (2) anak mengembalikan barang yang telah digunakan pada tempatnya, hal ini ditunjukkan dengan kesadaran anak mengembalikan barang yang telah digunakan pada tempatnya tanpa diminta oleh guru, baik itu mainan ataupun alat tulis; (3) tertib dalam menunggu giliran, hal ini di tunjukkan dengan kesadaran anak berbaris di belakang temanya ketika ingin mencuci tangan tanpa didampingi oleh guru. Faktor pendukung pembentukan karakter disiplin di masyarakat Banjar yaitu adanya contoh dari guru, dan konsistensi yang dilakukan guru. Faktor yang menghambat pembentukan karakter disiplin di masyarakat Banjar yaitu ada beberapa orang tua yang tidak peduli dengan perkembangan anaknya, dan tidak adanya kerja sama antara orang tua dan sekolah, dan kematangan usia anak juga mempengaruhi pembentukan karakter disiplin anak usia dini di masyarakat Banjar.

Fitrah and Character Formation of Generation Z in the Society 5.0 Era Layinah, Leni; Kosasih, Aceng; Tohari, Heri Mohamad
Jurnal al-Thullab Vol 10 No 1 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i1.43757

This study examines the role of the concept of fitrah in the formation of Generation Z character in the era of Society 5.0 which is characterized by the integration of digital technology and social life. The focus of the research is directed at the strategy of internalizing the values of religiosity, morality, and social responsibility in character education that is adaptive to technological developments. The methods used are qualitative-based literature through systematic literature review of national and international articles, analysis of classical Islamic texts, education policies, and empirical findings on the digital behavior of Generation Z. The results show three main challenges of Generation Z, namely digital overexposure, weakening of face-to-face social interaction, and value identity crisis. Fitrah-based education contributes to strengthening faith, morals, digital ethics, and social awareness by emphasizing a harmonious relationship with God, fellow humans, and nature. Thus, fitrah has the potential to become a strategic foundation for the development of a holistic character education model that is relevant to the vision of Society 5.0, where education policy needs to integrate the potential of fitrah with academic achievement and the formation of noble morals.

TOWARD AN ADAB-BASED CONCEPTUAL CHARACTER EDUCATION MODEL: INTEGRATING LICKONA AND AL-ATTAS IN PROJECT-BASED LEARNING FOR ISLAMIC ELEMENTARY SCHOOLS Parina, Parina; Syihabuddin, Syihabuddin; Somad, Momod Abdul; Kosasih, Aceng
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9338

Background: Character education in Islamic schools faces the challenge of integrating universal moral values with spiritual principles derived from Islamic teachings. However, many existing character education models tend to separate Western moral frameworks from Islamic epistemological foundations, particularly the concept of adab as the core of holistic human formation. Purpose: This study aims to develop a conceptual character education model through the integration of Thomas Lickona’s character education framework and Syed Muhammad Naquib al-Attas’s concept of adab within the context of Project-Based Learning (PBL) in Islamic elementary schools. Method: The research employs a library research approach using thematic analysis and conceptual synthesis of relevant primary and secondary literature. Result: The findings indicate that Lickona’s three dimensions of character education—moral knowing, moral feeling, and moral action—can be harmonized with the principles of knowledge (‘ilm), adab, and righteous action (‘amal) in Al-Attas’s thought to construct a comprehensive Islamic character education model. This integration strengthens the spiritual and epistemological foundations of character education while providing a systematic pedagogical structure through PBL, which emphasizes reflective, collaborative, and contextual learning. Implication: This study offers a novel conceptual framework that positions adabas the ontological foundation of character education within project-based pedagogy. The proposed model also provides practical implications for curriculum design and instructional planning in Islamic elementary education.

The Effectiveness of Storytelling in Developing Children’s Social Care Character through Descriptive Literature Review Kusniasari, Sofiani; Kosasih, Aceng; Hakam, Kama Abdul; Rakhmat, Cece
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2394

The decline in children’s social care character has become increasingly evident in recent years, marked by reduced empathy, rising individualism, and the weakening of prosocial behaviors within the school environment. This condition necessitates the development of pedagogical strategies capable of meaningfully fostering the value of social concern. This article aims to describe the effectiveness of storytelling in developing social care character through a descriptive literature review. The method employed is a literature review of national and international articles relevant to character education, storytelling, teacher and child dialogic interaction, and children’s social development. The findings reveal that storytelling contributes to improving children’s ability to understand others’ perspectives, internalize moral values, and demonstrate social care behaviors such as sharing, cooperating, and helping peers. The dialogic approach in the storytelling process also strengthens children’s emotional engagement, thereby facilitating the internalization of character values. Overall, this literature review confirms that storytelling is an effective, easily adaptable instructional strategy that can be integrated across various fields of knowledge to strengthen character education from an early age.

Religious Culture Learning and Islamic Character Formation in Integrated Islamic Schools Kosasih, Aceng; Haedari, Amin; Abdushomad, Muhammad Adib; Subasman, Iman; Nasikhin, Moch. Mahdiyan; Kulkarni, Shirin
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar

In a global educational context marked by rapid social change, digital transformation, and increasing concerns over moral and character formation, schools are challenged to balance academic excellence with the cultivation of ethical and religious values. This study examines how religious culture learning is planned, implemented, and evaluated in an Islamic junior secondary school, and assesses its contribution to shaping students’ religious character. Employing a qualitative phenomenological design, data were collected through in-depth interviews with school leaders, teachers, students, and parents. The data were analyzed thematically to capture participants’ lived experiences and institutional practices related to religious culture learning. The findings indicate that the school has systematically integrated religious culture into instructional planning, classroom practices, and evaluation processes. Active learning strategies, the use of diverse learning media, and consistent habituation practices were found to effectively support the development of students’ religious character. Nevertheless, the study also identifies challenges arising from contemporary social dynamics and external influences that may affect character formation. The study concludes that religious culture learning, when supported by collaborative engagement with parents and the community, can function as a meaningful pedagogical strategy for character education. These findings imply that Islamic educational institutions need adaptive, context-sensitive models of religious culture learning to ensure continued relevance and effectiveness in fostering holistic student development.

Evaluation of the Prophet Ibrahim's Prayer-Based Family Camp Program for Strengthening the Independent Character of Muslim Families: CIPP Model Analysis Parina, Parina; Syihabuddin, Syihabuddin; Somad, Momod Abdul; Kosasih, Aceng
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 2 (2026): Inclusive Education dan Differentiated Instruction
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v17i2.2668

This study evaluates the effectiveness of Prophet Ibrahim’s Prayer–Based Family Camp Program in strengthening the independent character of Muslim families using the CIPP (Context, Input, Process, Product) model. The study contributes to Islamic family education by offering an evaluative framework for prophetic value–based family programs integrating Qur’anic spirituality and experiential learning. Independent character is defined as the ability of family members to demonstrate initiative, responsibility, worship discipline, and self-leadership within an Islamic moral framework. A qualitative evaluative approach employed participatory observation, in-depth interviews, family reflection sheets, and program documentation. Data were analyzed using the Miles and Huberman interactive model aligned with four CIPP components. Findings indicate high relevance to families’ spiritual and relational needs, particularly communication gaps and irregular shared worship. Input evaluation shows prayer-based modules, outdoor experiential design, and facilitator support are adequate, although facilitator standardization and operational procedures require strengthening. Process evaluation reveals that tadabbur alam, prophetic narratives, collaborative tasks, and guided reflection effectively internalize values. Product evaluation demonstrates improved family communication, more consistent joint worship routines, and strengthened children’s independent character. The study underscores structured evaluation and the program’s potential for adaptation to similar educational environments.

Program Ilqa Kalimah sebagai penguatan karakter religius di Mafaza Imam Bukhari Boarding School Gastiadirrijal, Wayan; Kosasih, Aceng; Abdullah, Mulyana
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 1 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i1.22873

Strengthening religious character has become a crucial issue in Islamic education, particularly amidst the increasing phenomenon of moral degradation in the modern era, characterized by a decline in students' ethics, responsibility, and courtesy. This study aims to thoroughly examine the implementation of the Ilqa Kalimah Program as a strategy for strengthening religious character while enhancing the language proficiency of santri (students) at Mafaza Imam Bukhari Boarding School. This research employs a qualitative approach with a case study design. The research subjects comprise the boarding school leadership, program supervisors, and students directly involved in the execution of Ilqa Kalimah. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted through data reduction, data display, and conclusion drawing, with data validity established using source and technique triangulation. The results indicate that the Ilqa Kalimah Program is implemented systematically and integrated with worship habituation, the language environment, and religious literacy. The program effectively plays a role in shaping students' religious character—such as discipline, responsibility, spiritual awareness, and communication ethics—while simultaneously improving speaking skills in Arabic and English. Thus, the Ilqa Kalimah Program can be viewed as a relevant and adaptive religious-linguistic educational model in addressing the challenges of moral degradation in the modern educational environment. Abstrak Penguatan karakter religius menjadi isu krusial dalam dunia pendidikan Islam, khususnya di tengah meningkatnya fenomena degradasi moral pada era modern yang ditandai dengan melemahnya etika, tanggung jawab, dan kesantunan peserta didik. Penelitian ini bertujuan untuk mengkaji secara mendalam implementasi Program Ilqa Kalimah sebagai strategi penguatan karakter religius sekaligus peningkatan kecakapan berbahasa santri di Mafaza Imam Bukhari Boarding School. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas pimpinan pesantren, ustadz pembina program, dan santri yang terlibat secara langsung dalam pelaksanaan Ilqa Kalimah. Teknik pengumpulan data meliputi observasi partisipatif, wawancara mendalam, dan studi dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan pengujian keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa Program Ilqa Kalimah diimplementasikan secara sistematis dan terintegrasi dengan pembiasaan ibadah, lingkungan bahasa, serta literasi keagamaan. Program ini berperan efektif dalam membentuk karakter religius santri, seperti kedisiplinan, tanggung jawab, kesadaran spiritual, dan etika komunikasi, sekaligus meningkatkan kemampuan berbicara dalam bahasa Arab dan Inggris. Dengan demikian, Program Ilqa Kalimah dapat dipandang sebagai model pendidikan religius-linguistik yang relevan dan adaptif dalam menjawab tantangan degradasi moral di lingkungan pendidikan modern.

The Transformation of Islamic Education to Strengthen the Morals and Ethics of 21st Century Students Hidayah, Tsabita Nawal; Kosasih, Aceng
Jurnal Pendidikan Nusantara Vol. 4 No. 2 (2025): Jurnal Pendidikan Nusantara (May-August)
Publisher : Tahta Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55080/jpn.v4i2.190

This study aims to explore the influence of Islamic education on students' moral and ethical development using a qualitative literature review approach. It analyses findings from previous studies to understand how Islamic education contributes to character building based on the values of the Qur'an and Hadith. The results show that Islamic education not only serves as a means of knowledge transfer but also as a foundation for strong moral formation through the integration of values such as niyyah (intention), ikhlas (sincerity), and ihsan (excellence) in learning processes. Moral inculcation is further strengthened by family involvement, social environment, and a holistic curriculum. However, challenges include limited teacher competence, the negative impact of social media, and a lack of public awareness regarding the significance of Islamic education. This study proposes adaptive implementation strategies, such as improved teacher training, use of value-based digital media, and school-family collaboration. The novelty of this research lies in its critical synthesis of recent literature and its focus on linking Islamic educational principles with character formation in the face of globalisation. The findings offer significant implications for developing contextually relevant and value-oriented Islamic education policies and practices to nurture morally upright future generations.

Eksplorasi Praktik Tadabur Al-Qur’an dalam Pembelajaran Pendidikan Agama Islam di Jenjang Sekolah Menengah Pertama Aulia, Muhammad Hizba; Kosasih, Aceng; Firmansyah, Mokh. Iman
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9149

This study aims to explore Qur’anic tadabur practices in Islamic Religious Education (IRE), particularly within the Qur’an–Hadith component at the junior high school level. IRE learning continues to be dominated by technical and procedural approaches that emphasize reading and memorization, which have not yet fully encouraged students’ reflective engagement with and internalization of the Qur’an’s messages. This study employed a qualitative approach with a phenomenological design through in-depth interviews with 10 IRE teachers and 10 students, supported by limited contextual observations and the analysis of instructional documents and learning materials from State Junior High School 1 Bandung, State Junior High School 5 Bandung, and State Junior High School 7 Bandung, Indonesia. The data were analyzed using the interactive data analysis model proposed by Miles and Huberman, including data reduction, data display, and reflective and continuous conclusion drawing and verification. The findings indicate that Qur’anic literacy in IRE learning is predominantly practiced in a textual and procedural manner and has not yet been integrated with tadabur as a reflective learning experience. Consequently, the internalization of religious values tends to occur instructionally and has not fully developed into students’ personal religious awareness. These findings highlight the importance of strengthening contextual and reflective Qur’an–Hadith learning to position tadabur as a meaningful pedagogical experience that supports the sustainable formation of students’ religious character.

Co-Authors A.A. Ketut Agung Cahyawan W Aam Abdussalam Aam Abdussalam, Aam Abas Asyafah, Abas Abdul Hakam Achmad Faqihuddin Achmad Ghiyats Setiawan Ade Abdul Muqit Agung Dwi Putra Agus Fakhruddin Ahmad Dimyati Ridwan Ahmad Hakam Ahmad Syamsu Rizal, Ahmad Syamsu Akmal Rijal Al Mubarok, Zulfa Muntaha Alwi, Wildan Amatullah, Zulfa Afifah Anggi Afrina Rambe Anjani, Ratna Dwi Annisa Ningtias Cevie Putri Aulia, Muhammad Hizba Ayu, Salsabilla Martina Azka, Ibnu Azka, Nur Rohmatul Bekti Bernardi Cucu Surahman Darisman, Dede Devina, Feri Djuniasih, Elisabeth Edi Suresman Eka Nur Hidayah Elan Sumarna Elia Anggraeni Encep Syarief Nurdin Encep Syarief Nurdin Encep Syarief Nurdin Encep Syarief Nurdin, Encep Syarief Endis Firdaus, Endis Fahrudin Fahrudin Fakhrurrozi, Pupu Fakhrurrozi, Pupu Faqihatuddiniyah Faqihatuddiniyah Faqihatuddiniyah, Faqihatuddiniyah Ganeswara, Ganjar Muhammad Gastiadirrijal, Wayan Ghivari, Raditya Wilmar Gumiwang Arkadia Putra Permana Gyan Puspa Lestari Haedari, Amin Hamrain, Fathur Baldan Haritsahrizal, Muhammad Zaid Henny Henny, Henny Herlina, Hani Herlina, N. Hani Hidayah, Eka Nur Hidayah, Tsabita Nawal Hilman Taufiq Abdillah, Hilman Taufiq Hoerunisa, Elsa Hoerunisa, Elsa Huda, Melda Nurul Hyangsewu, Pandu Idrus Affandi Idrus Affandi Indah Sari Indah Sari Istianah Istianah Jamhari Jamhari Jenuri Kama Abdulhakam Khansa Ufairah, Marsa Asy-Syifa Kulkarni, Shirin Kusniasari, Sofiani Lanang, Tegarku Layinah, Leni Lestari, Gyan Puspa Lisyani, Nisa M Naelul Mubarok M. Naelul Mubarok M. Nur Faizin M. Ridwan Hidayatulloh, M. Ridwan M.Hasyim Mustamin Machmudah, Anisah Mariani, Naniek Maulidya Nisa Maulidya Nisa Melda Nurul Huda Miftahul Haera Mokh. Iman Firmansyah Momod abdul Somad Mubarok, M Naelul Mubarok, Muhammad Ramdan Muhamad Mauris Faruqi Ali Muhamad Parhan Muhammad Adib Abdushomad Muhammad Fikri Muhammad Hizba Aulia Muhammad Naelul Mubarok Muhammad Nurfaizi Arya Rahardja Muhammad Ridwan Hidayatulloh, Muhammad Ridwan Muhammad Thoriq Alfaiza Mujayapura, Muhammad Retsa Rizaldi Mukhlis, Zen Fuad Mulky Munawar Mulyana Abdullah Munawar Rahmat Mupid Hidayat Muqit, Ade Abdul Murfid, Bahy Rynar Nadri Taja Naniek Mariani Nasikhin, Moch. Mahdiyan Nasrudin, Ega Neng Rina Rahmawati Nofitayanti, Nofitayanti Novi Setiawatri Nugi Rizki Pritantia NUR FATIMAH Nurti Budiyanti Oki, Alber Oktari, Dian Popi Parina, Parina Permana, Gumiwang Arkadia Putra Pudin, Ofach Qolbi Mujahidillah Adzimat Sukmayadi Rahardja, Muhammad Nurfaizi Arya Rahman, Roslan Abdur Rahmat Nur Rakhmat, Cece Ramdani, Ajang Ramdani, Alwan Husni Ramdani, Muhamad Ratnasari, Juni Regita Ayu Reyza Farhatani Ridho Fadhilah Rika Sartika Rinita Rosalinda Dewi Ritonga, Mhd. Aksaril Huda Rosidin, Asep Rukmana, Anin Rust, Rustina Saepul Anwar Saptani, Entan Senjaya, Sutisna Shafa Aulia Az-Zahra Sigit Ruswinarsih Sigit Ruswinarsih Siti Komariah Siti Nurbayani Sofyan Sauri Sofyan Sauri Sofyan Sauri, Sofyan Somad, Momod Abdul Sri Mulya Nurhakiky Subasman, Iman Suhendi Suhendi Sumarna, Andri Ramdani Sumarna, Andri Ramdani Supriyadi, Tedi Supriyono Supriyono Syafe'i, Makhmud Syahidin Syahidin Syahidin, Syahidin Syihabuddin Syihabuddin Syihabuddin Tatang Hidayat TATANG HIDAYAT, TATANG Tohari, Heri Mohamad Tya Shofarina M. Nur Udin Supriadi Unanda, Mahaldi Uncu, Adeliza Eva Usup Romli Velinda, Azelia Velinda, Azelia Vena Dwi Oktaviani Wawan Hermawan Wawan Hermawan Wildan Alwi Wilodati Yadi Ruyadi Yogi Setiawan Yuli Apriati Yulianti, Lisa Yulistiani, Yulinda Nurul Yulistiani, Yulinda Nurul Yulyana, Intan Luwih Yulyana, Intan Luwih zulfadli Zulfadli Achmad

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