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Herlini Puspika Sari

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Author-ID : 5853120

Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Transportation Other

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Peran Ibnu Sina dalam Sejarah Filsafat Islam dan Sains Modern Salsa Bila Ivanda; Nur Annisa; Herlini Puspika Sari
Jurnal Budi Pekerti Agama Islam Vol. 3 No. 5 (2025): Oktober: Jurnal Budi Pekerti Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jbpai.v3i5.1495

This study examines the intellectual contributions of Ibn Sina (980–1037 AD) to the development of Islamic philosophy and modern science. As a prominent polymath, Ibn Sina successfully combined Aristotelian and Neoplatonic ideas with Islamic theology, thereby forming a systematic philosophical framework that influenced both the Islamic world and medieval Europe. The main objectives of this study are to analyze Ibn Sina's role in the history of Islamic philosophy, his contributions to the advancement of science, and the relevance of his thoughts in the contemporary era. This study uses a qualitative method with a literature review approach, focusing on primary and secondary sources related to Ibn Sina's works and their historical impact. The results of this study show that Ibn Sina's works, particularly Al-Qanun fi al-Tibb and Al-Syifa, have not only been the main references in the fields of medicine and philosophy for centuries, but also laid the foundation for the development of modern science. The implication of this research is that Ibn Sina's intellectual legacy remains relevant in today's academic discourse, emphasizing the importance of integrating philosophy, science, and religion in building human civilization.

Rekonstruksionisme Dalam Pendidikan Islam yang Responsif Terhadap Tantangan Zaman Nurshafitri; Yesha Arista Sulistiawati; Herlini Puspika Sari
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/ata12e28

Reconstructionism in Islamic education presents itself as an approach that emphasizes the importance of reforming the education system to be more adaptive to changing times, without neglecting religious values. The challenges of globalization, technological developments, and shifting social values require Islamic education to transform itself to produce a critical, religious, and highly competitive generation. This study aims to examine the potential of reconstructionism as a foundation for building Islamic education that is responsive to contemporary dynamics. Using a qualitative descriptive approach based on literature, data were analyzed through a literature review of various educational theories, the views of Islamic figures, and the realities of modern society. The results of the study indicate that reconstructionism is oriented towards developing critical thinking, upholding social justice, and ecological awareness integrated with Islamic spiritual values. Education is no longer seen merely as the transfer of knowledge, but also as a process of character formation and social awareness. To achieve this, several strategic steps are needed: first, ongoing training for educators to be able to apply the principles of reconstructionism; second, the development of an innovative curriculum that integrates technology and active learning methods; and third, full support from the government through policies, funding, and the provision of resources. With these steps, Islamic education has the potential to produce a generation that excels not only intellectually but also possesses strong social and moral sensitivity. This generation is expected to be agents of change, playing a role in responding to the challenges of the times while upholding Islamic values. Abstrak Rekonstruksionisme dalam pendidikan Islam hadir sebagai sebuah pendekatan yang menekankan pentingnya pembaruan sistem pendidikan agar lebih adaptif terhadap perubahan zaman, tanpa mengabaikan nilai-nilai keagamaan. Tantangan globalisasi, perkembangan teknologi, serta pergeseran nilai sosial menuntut pendidikan Islam untuk bertransformasi sehingga mampu melahirkan generasi yang kritis, religius, dan berdaya saing tinggi. Penelitian ini bertujuan untuk mengkaji potensi rekonstruksionisme sebagai landasan dalam membangun pendidikan Islam yang responsif terhadap dinamika kontemporer. Dengan menggunakan pendekatan deskriptif kualitatif berbasis studi kepustakaan, data dianalisis melalui kajian literatur terhadap berbagai teori pendidikan, pandangan tokoh Islam, serta realitas kebutuhan masyarakat modern. Hasil kajian menunjukkan bahwa rekonstruksionisme berorientasi pada pengembangan pemikiran kritis, penegakan keadilan sosial, dan kesadaran ekologis yang terintegrasi dengan nilai spiritual Islam. Pendidikan tidak lagi dipandang sebatas transfer pengetahuan, tetapi juga proses pembentukan karakter dan kesadaran sosial. Untuk mewujudkan hal tersebut, dibutuhkan beberapa langkah strategis: pertama, pelatihan berkelanjutan bagi pendidik agar mampu menerapkan prinsip rekonstruksionisme; kedua, pengembangan kurikulum inovatif yang mengintegrasikan teknologi serta metode pembelajaran aktif; ketiga, dukungan penuh dari pemerintah melalui kebijakan, pendanaan, dan penyediaan sumber daya. Dengan langkah-langkah tersebut, pendidikan Islam berpotensi melahirkan generasi yang tidak hanya unggul dalam aspek intelektual, tetapi juga memiliki kepekaan sosial dan moral yang kuat. Generasi ini diharapkan mampu menjadi agen perubahan yang berperan dalam menjawab tantangan zaman sekaligus menjaga nilai-nilai keislaman.

Membangun Pendidikan Berkarakter Religius dan Intelektual: Sintesis Pesantren dan Sekolah Modren Alya Nur Affifah; Safira Laila Wulandari; Herlini Puspika Sari
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 2 No. 3 (2025): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v2i3.1324

This study is motivated by the need for an Islamic education model that can integrate religious values and intellectual intelligence amid the challenges of globalization and modernization in education. The pesantren system has excelled in shaping religious character through the instillation of values, role models, and spiritual life, while modern schools excel in developing critical thinking, scientific literacy, and adaptive skills in technology. This study aims to identify the main elements of religious and intellectual education, analyze the opportunities for synthesis between the two, and evaluate the supporting factors and obstacles in their application in the context of Indonesian education. The research method used was library research with a descriptive qualitative approach through content analysis of various scientific sources, journals, books, and educational policy documents from 2020 to 2025. The results of the study show that the synthesis of Islamic boarding schools and modern schools can be realized through the integration of curriculum, learning methods, and institutional culture that balances the spiritual and intellectual dimensions of students. This integrative education model emphasizes the importance of teachers with dual competencies, institutional management support, and adaptive curriculum policies. The implications of this study are theoretical and practical: theoretically, it enriches the concept of holistic Islamic character education, while practically, it provides direction for Islamic educational institutions to develop learning models that produce graduates who are faithful, knowledgeable, and have noble character.

Peran Filsafat Pendidikan Islam dalam Pembentukan Karakter dan Identitas Peserta Didik: Analisis Konseptual dan Praktis Nia Ramadhani; Nur Ikhsaniyah Lubis; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8696

Islamic educational philosophy plays a crucial role in forming the character and identity of students through integrating Islamic teaching values into the educational process. The problem with this study is the less than optimal application of Islamic values in the modern education system, which has an impact on the weak character and identity of students. The formation of character and identity in the context of Islamic education requires a balance between cognitive, affective and psychomotor aspects based on the teachings of monotheism, morals and the concept of humans as caliphs on earth. The aim of this research is to analyze conceptually and practically the role of Islamic educational philosophy in forming students who have noble character and have a strong Islamic identity. This research methodology uses a qualitative approach with in-depth literature analysis. Data was obtained through a literature review of primary and secondary literature related to Islamic educational philosophy, character formation and identity from an Islamic perspective. A concept analysis approach is used to explore the relationship between the principles of Islamic educational philosophy and educational goals which are directed at the formation of complete humans (insan kamil). The results of this research show that the consistent application of Islamic educational philosophy can be a solution in dealing with identity crises and moral degradation in students as well as a solid foundation in creating a generation that has a balance between science and Islamic values. Abstrak Filsafat pendidikan Islam memainkan peran krusial dalam pembentukan karakter dan identitas peserta didik melalui pengintegrasian nilai ajaran Islam ke dalam proses pendidikan. Masalah dari kajian ini adalah kurang optimalnya penerapan nilai-nilai Islam dalam sistem pendidikan modern, yang berdampak pada lemahnya karakter dan identitas peserta didik. Pembentukan karakter dan identitas dalam konteks pendidikan Islam menuntut ada kesetaraan antar unsur afektif, kognitif serta psikomotorik yang berbasis pada ajaran tauhid, akhlak, dan konsep manusia sebagai khalifah di bumi. Maksud dari riset ini ialah agar menganalisa secara konseptual dan praktis peran filsafat pendidikan Islam untuk menciptakan murid yang mempunyai akhlak baik serta memiliki identitas keislaman yang kuat. Metodologi riset ini menggunakan pendekatan kualitatif memakai analisa literatur yang mendalam. Data diperoleh melalui kajian pustaka dari literatur primer serta sekunder yang berkaitan pada filsafat pendidikan Islam, pembentukan identitas, serta identitas pada perspektif Islam. Pendekatan analisis konsep digunakan untuk menggali keterkaitan antara prinsip-prinsip filsafat pendidikan Islam dengan tujuan pendidikan yang diarahkan pada pembentukan manusia paripurna (insan kamil). Hasil riset ini memperlihatkan bahwa penerapan filsafat pendidikan Islam yang konsisten bisa jadi solusi dalam menghadapi krisis identitas dan degradasi moral pada peserta didik serta sebagai landasan yang kokoh dalam menciptakan generasi yang memiliki keseimbangan antara ilmu pengetahuan dan nilai-nilai keislaman.

Konsep Esensialisme Pendidikan Agama Islam Dalam Perspektif Filsafat Pendidikan Ari Supriadi; Riri Novia Sari; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8709

Abstract The essentialist school of philosophy is a school of philosophy that wants humans to return to their old culture. The emergence of this ideology was a reaction to the absolute and dogmatic symbolism of the Middle Ages. In this way, a systematic and comprehensive concept regarding humans and the universe is formed that is in accordance with the needs of the times. This essentialism assumes that education based on the core belief in flexibility in all its forms can produce views that are easily changed, easily swayed, directionless, and less stable. Therefore, education must be based on values that are stable, proven, long-term, and have values that enable a country's education to remain stable and focused. The aim of the essentialist educational philosophy is to improve the character of society through existing cultural heritage, so that later students can contribute to improving social life in the face of changing times that can damage character values. The purpose of this paper is to examine the philosophy of essentialism from the perspective of Islamic education using library research methods. Based on the research results, it is stated that essentialist schools have a view of the field of education, namely educational goals, educational curriculum, educators, students and the environment. Apart from that, there are several views that can be used as measuring tools and should be taken seriously. These are the ontological view, epistemological view and axiomatic view. Abstrak Aliran filsafat esensialis merupakan aliran filsafat yang menginginkan manusia kembali pada kebudayaan lamanya. Munculnya paham ini merupakan reaksi terhadap simbolisme absolut dan dogmatis Abad Pertengahan. Dengan demikian terbentuklah konsep yang sistematis dan menyeluruh mengenai manusia dan alam semesta yang sesuai dengan kebutuhan zaman.Esensialisme ini mengandaikan bahwa pendidikan yang didasarkan pada keyakinan inti akan fleksibilitas dalam segala bentuknya dapat menghasilkan pandangan yang mudah berubah, mudah terombang-ambing, tidak terarah, dan kurang stabil. Oleh karena itu, pendidikan harus didasarkan pada nilai-nilai yang stabil, terbukti, berjangka panjang, dan memiliki nilai-nilai yang memungkinkan pendidikan suatu negara tetap stabil dan terarah.Tujuan dari filsafat pendidikan esensialis adalah untuk meningkatkan karakter masyarakat melalui warisan budaya yang ada, sehingga nantinya peserta didik dapat berkontribusi dalam perbaikan kehidupan bermasyarakat dalam menghadapi perubahan zaman yang dapat merusak nilai-nilai karakter.Tujuan dari tulisan ini adalah untuk mengkaji filsafat esensialisme dalam perspektif pendidikan Islam dengan menggunakan metode penelitian kepustakaan. Berdasarkan hasil penelitian disebutkan bahwa sekolah esensialis mempunyai pandangan terhadap bidang pendidikan yaitu tujuan pendidikan, kurikulum pendidikan, pendidik, peserta didik, dan lingkungan hidup. Selain itu, ada beberapa pandangan yang dapat dijadikan alat ukur dan patut ditanggapi dengan serius.Yaitu pandangan ontologis, pandangan epistemologis, dan pandangan aksiomatik.

Peran Akhlak Dalam Pengajaran Menurut Al-Ghazali: Perspektif Filsafat Pengajaran Azzura Arum Ningtias; Sari Primayeni; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8711

This research aims to examine the role of morals in education according to Al-Ghazali from the perspective of Islamic educational philosophy, with a focus on its relevance in forming the character of students. This research uses a qualitative method with a library research approach. Data was collected through analysis of Al-Ghazali's main works, such as Ihya' Ulum al-Din and Mizan al-'Amal, as well as other supporting literature related to the concept of morals and Islamic education. Data analysis was carried out descriptively-analytically to reveal the concept of morals in education and its application in character development. The results of the research show that Al-Ghazali views morals as the core of education, which functions as a means to achieve human perfection (insan kamil). Education designed based on Al-Ghazali's philosophy emphasizes the integration of science, spirituality and the formation of noble character. This concept emphasizes that education must not only be oriented towards intellectual abilities, but also towards the formation of strong morals. Al-Ghazali's thoughts have significant relevance in the development of modern Islamic education, especially in efforts to build a generation of character, civility and high morals. AbstrakPenelitian ini bertujuan untuk mengkaji peran akhlak dalam pengajaran menurut Al-Ghazali dari perspektif filsafat pengajaran Islam, dengan fokus pada relevansinya dalam pembentukan karakter peserta didik. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi pustaka (library research). Data dikumpulkan melalui analisis terhadap karya-karya utama Al-Ghazali, seperti Ihya’ Ulum al-Din dan Mizan al-‘Amal, serta literatur pendukung lainnya yang berkaitan dengan konsep akhlak dan pengajaran Islam. Analisis data dilakukan secara deskriptif-analitis untuk mengungkap konsep akhlak dalam pengajaran serta penerapannya dalam pengembangan karakter. Hasil penelitian menunjukkan bahwa Al-Ghazali memandang akhlak sebagai inti dari pengajaran, yang berfungsi sebagai sarana untuk mencapai kesempurnaan manusia (insan kamil). Pengajaran yang dirancang berdasarkan filsafat Al-Ghazali menekankan pada integrasi antara ilmu pengetahuan, spiritualitas, dan pembentukan karakter mulia. Konsep ini menegaskan bahwa pengajaran harus tidak hanya berorientasi pada kemampuan intelektual, tetapi juga pada pembentukan akhlak yang kokoh. Pemikiran Al-Ghazali memiliki relevansi yang signifikan dalam pengembangan pengajaran Islam modern, khususnya dalam upaya membangun generasi yang berkarakter, beradab, dan bermoral tinggi.

Wahyu Sebagai Sumber Utama Kebenaran dalam Pendidikan Islam : Kajian Kritis Terhadap Implementasinya di Era Modern Aulia Herawati; Ulil Devia Ningrum; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8713

This research examines the role of revelation as the main source of truth in Islamic education and the challenges of its implementation in the modern era. Revelation, which consists of the Qur'an and Sunnah, provides fundamental guidance for the formation of moral values, ethics, and the main goal of Islamic education, namely to produce people who not only have intellectual intelligence, but also have noble character. However, along with the rapid development of science and technology, the application of revealed values in education faces various challenges. Globalization, popular culture, and materialistic orientation in modern education often conflict with the principles of revelation, so new approaches that are relevant and adaptive are needed. Revelation as the main source of truth in Islamic education remains relevant, but faces challenges in its implementation in the modern era which is marked by the development of science, technology and the globalization of values. In this context, recent research shows that a critical approach to the implementation of revelation in Islamic education is needed to bridge traditional needs and the demands of modernity.Through critical studies, this research highlights the importance of integrating revealed values with modern science as well as learning methods based on real practice, in order to strengthen Islamic identity amidst the challenges of the times. The results of this study show that Islamic education can remain relevant if it is able to combine the essence of revelation as a guide to truth with modern approaches, thereby forming a generation that is intelligent, has morals, and is able to face global challenges wisely. The methodology used can be a qualitative approach with critical and descriptive analysis methods. Data can be obtained through literature studies of primary sources such as the Al-Qur'an and Hadith, as well as secondary sources such as books, journal articles and previous research. In-depth interviews with Islamic education experts, teachers and clerics can provide additional insight into the implementation of revealed values in various educational contexts. AbstrakPenelitian ini mengkaji peran wahyu sebagai sumber utama kebenaran dalam pendidikan Islam serta tantangan implementasinya di era modern. Wahyu, yang terdiri dari Al-Qur’an dan Sunnah, memberikan panduan mendasar bagi pembentukan nilai moral, etika, dan tujuan utama pendidikan Islam, yaitu menghasilkan insan yang tidak hanya memiliki kecerdasan intelektual, tetapi juga berakhlak mulia. Namun, seiring perkembangan ilmu pengetahuan dan teknologi yang pesat, penerapan nilai-nilai wahyu dalam pendidikan menghadapi berbagai tantangan. Globalisasi, budaya populer, dan orientasi materialistik dalam pendidikan modern sering kali bertentangan dengan prinsip-prinsip wahyu, sehingga diperlukan pendekatan baru yang relevan dan adaptif . Wahyu sebagai sumber utama kebenaran dalam pendidikan Islam tetap relevan, namun menghadapi tantangan dalam implementasinya di era modern yang ditandai dengan perkembangan ilmu pengetahuan, teknologi, dan globalisasi nilai. Dalam konteks ini, penelitian-penelitian terkini menunjukkan bahwa pendekatan kritis terhadap implementasi wahyu dalam pendidikan Islam diperlukan untuk menjembatani kebutuhan tradisional dan tuntutan modernitas. Melalui kajian kritis, penelitian ini menyoroti pentingnya integrasi antara nilai-nilai wahyu dengan ilmu pengetahuan modern serta metode pembelajaran yang berbasis pada praktik nyata, guna memperkuat jati diri Islam di tengah tantangan zaman. Hasil kajian ini menunjukkan bahwa pendidikan Islam dapat tetap relevan jika mampu menggabungkan esensi wahyu sebagai panduan kebenaran dengan pendekatan-pendekatan modern, sehingga membentuk generasi yang cerdas, berakhlak, dan mampu menghadapi tantangan global secara bijaksana. Metodologi yang digunakan dapat berupa pendekatan kualitatif dengan metode analisis kritis dan deskriptif. Data dapat diperoleh melalui studi literatur terhadap sumber-sumber primer seperti Al-Qur’an dan Hadis, serta sumber sekunder seperti buku, artikel jurnal, dan penelitian terdahulu. Wawancara mendalam dengan pakar pendidikan Islam, guru, dan ulama dapat memberikan wawasan tambahan mengenai implementasi nilai-nilai wahyu di berbagai konteks pendidikan.

Pemikiran Filsafat Pendidikan Rekonstruksionisme: Implikasi terhadap Pendidikan Karakter dan Pendidikan Moral Gema Adhari; Siti Nurhidayatul Marati; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v2i2.8714

Reconstructionism is a school of educational philosophy that aims to reshape society through radical educational reform. Rooted in a critique of progressivism, it emerged as a response to social and economic stagnation and the desire to make education an agent of social change. Its leading figures, such as George Counts and Harold Rugg, inspired by the thought of John Dewey and Theodore Brameld, advocate for an education that is able to deal with global challenges, including moral, social and environmental issues. Reconstructionism argues that education is not only responsible for shaping individuals, but also plays a role in building a just and equal society. The principles of this school emphasize the important role of education in dealing with the global crisis, as well as the need for a relevant curriculum to foster students' character and morals. This school places teachers as agents of change who play an important role in guiding students to face the challenges of the times, as well as designing a curriculum that prioritizes social interests. Thus, reconstructionism emphasizes the importance of education in saving civilization through the formation of character, morality, and a new, more humanist culture. AbstrakRekonstruksionisme adalah aliran filsafat pendidikan yang bertujuan untuk membentuk kembali tatanan masyarakat melalui reformasi pendidikan yang radikal. Berakar dari kritik terhadap progresivisme, aliran ini muncul sebagai respons terhadap stagnasi sosial dan ekonomi serta keinginan untuk menjadikan pendidikan sebagai agen perubahan sosial. Tokoh utama aliran ini, seperti George Counts dan Harold Rugg, terinspirasi oleh pemikiran John Dewey dan Theodore Brameld, mengadvokasi pendidikan yang mampu menghadapi tantangan global, termasuk isu moral, sosial, dan lingkungan. Rekonstruksionisme berpendapat bahwa pendidikan tidak hanya bertanggung jawab untuk membentuk individu, tetapi jquga berperan dalam membangun masyarakat yang adil dan setara. Prinsip-prinsip aliran ini menekankan pentingnya peran pendidikan dalam menghadapi krisis global, serta perlunya kurikulum yang relevan untuk membina karakter dan moral siswa. Aliran ini menempatkan guru sebagai agen perubahan yang berperan penting dalam membimbing siswa menghadapi tantangan zaman, serta merancang kurikulum yang mengutamakan kepentingan sosial. Dengan demikian, rekonstruksionisme menekankan pentingnya pendidikan dalam menyelamatkan peradaban melalui pembentukan karakter, moralitas, dan budaya baru yang lebih humanis

Penerapan Prinsip-Prinsip Eksistensialisme dalam Pembelajaran PAI: Membentuk Kebebasan, Tanggung Jawab, dan Makna Hidup di Sekolah M.khairul; Herlini Puspika Sari
SURAU : Journal of Islamic Education Vol. 3 No. 1 (2025): Juni 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v3i1.8892

Existentialist philosophy of education offers a profound approach to the concepts of freedom, meaning, and individual responsibility within the context of learning. This article aims to explore the main concepts of existentialism and their application in education. This research employs a literature review method by analyzing the ideas of existentialist thinkers such as Jean-Paul Sartre and Søren Kierkegaard, as well as their relevance to the learning process. The findings indicate that existentialism emphasizes the importance of self-development, encouraging students to find personal meaning in life, and exercising freedom in making educational choices. The conclusion of this study asserts that an existentialist approach to education can serve as a foundation for creating more authentic, meaningful, and responsive learning environments tailored to individual needs. The implications of this research suggest that educators should integrate values of freedom, responsibility, and meaning-seeking into their Islamic teaching practices, so that education becomes not only about knowledge transfer but also about shaping conscious, independent individuals capable of facing life's challenges. Abstrak Filsafat pendidikan eksistensialisme menawarkan pendekatan yang mendalam terhadap kebebasan, makna, dan tanggung jawab individu dalam konteks pendidikan. Artikel ini bertujuan mengeksplorasi konsep-konsep utama dalam filsafat eksistensialisme serta penerapannya dalam dunia pendidikan. Penelitian ini menggunakan metode studi literatur dengan menganalisis pemikiran tokoh-tokoh eksistensialis, seperti Jean-Paul Sartre dan Søren Kierkegaard, serta relevansinya dalam proses pembelajaran. Hasil kajian menunjukkan bahwa eksistensialisme menekankan pentingnya pengembangan diri peserta didik, dorongan untuk menemukan makna hidup secara personal, serta kebebasan dalam menentukan pilihan pendidikan. Simpulan dari penelitian ini menegaskan bahwa pendekatan pendidikan eksistensial dapat menjadi dasar bagi terciptanya lingkungan belajar yang lebih autentik, bermakna, dan responsif terhadap kebutuhan individu. Implikasi dari penelitian ini adalah perlunya para pendidik mengintegrasikan nilai kebebasan, tanggung jawab, dan pencarian makna dalam praktik pembelajaran PAI, sehingga pendidikan tidak hanya bersifat transfer pengetahuan, tetapi juga pembentukan manusia yang sadar, mandiri, dan mampu menghadapi tantangan kehidupan.

Pendidikan Perempuan Modern Dalam Pemikiran Rahmah El Yunusiyyah: Studi Atas Lembaga Diniyyah Putri Padang Panjang Ana Susiana; Aulia Putri; Herlini Puspika sari; Rahnia Mutari Anli
AL-Ikhtiar : Jurnal Studi Islam Vol. 2 No. 4 (2025): AL-Ikhtiar : Jurnal Studi Islam
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/tkhrrh19

This study examines Rahmah El Yunusiyyah’s thoughts on modern women’s education through an analysis of the Diniyyah Putri Padang Panjang institution. The main issue explored is how Rahmah’s educational concept and its implementation integrate Islamic values with modern educational principles. The purpose of this research is to analyze Rahmah’s ideas in realizing educational equality, women’s empowerment, and their relevance to contemporary Islamic education. This study employs a qualitative approach with library research methods through content analysis of related works, documents, and academic literature. The results show that Rahmah El Yunusiyyah viewed education as a means of forming knowledgeable, faithful, and independent Muslim women. Through Diniyyah Putri, she implemented an integrative education system combining religious and general sciences while instilling moral and self-reliance values. The study concludes that Rahmah El Yunusiyyah’s educational ideas remain highly relevant for modern Islamic education systems that emphasize gender equality, character formation, and spirituality. Abstrak Penelitian ini membahas pemikiran Rahmah El Yunusiyyah tentang pendidikan perempuan modern melalui kajian atas Lembaga Diniyyah Putri Padang Panjang. Permasalahan utama yang dikaji adalah bagaimana konsep dan implementasi pendidikan perempuan menurut Rahmah mampu mengintegrasikan nilai-nilai Islam dengan prinsip pendidikan modern. Tujuan penelitian ini adalah untuk menganalisis gagasan Rahmah dalam mewujudkan kesetaraan pendidikan, pemberdayaan perempuan, serta relevansinya terhadap pendidikan Islam kontemporer. Penelitian ini menggunakan metode kualitatif dengan pendekatan kepustakaan melalui analisis isi terhadap karya, dokumen, dan literatur ilmiah terkait. Hasil penelitian menunjukkan bahwa Rahmah El Yunusiyyah memandang pendidikan sebagai sarana pembentukan perempuan muslimah yang berilmu, beriman, dan mandiri. Melalui Diniyyah Putri, ia menerapkan sistem pendidikan integratif antara ilmu agama dan ilmu umum, serta menanamkan nilai akhlak dan kemandirian. Kesimpulan penelitian ini menegaskan bahwa pemikiran Rahmah El Yunusiyyah relevan untuk diterapkan dalam sistem pendidikan Islam modern yang berorientasi pada kesetaraan gender, karakter, dan spiritualitas

Co-Authors ABDUL HAMID Adelia Putri Adrian Saputra Ahmad Afandi Hasan Ahmad Ridwan Fauzi Ahmad Taufiq Ahmad Zidan Alfaruqi Aldi Zainal Alvia Zackia Syabrina Alya Nur Affifah Alya Rizanda Amelia Sofia Putri Ana Susiana Anggie Ardilla Tari Anggrayni Annisaul Fitri Ardina Rasiani Ari Supriadi ARIF HIDAYAT Aryuna Amalia Harahap Atom Suhendra Attiqa Nazira Aulia Herawati Aulia Putri Azkiyah, Naila Azzura Arum Ningtias A’isy Alya Febriani Cici Wulandari Daniel Happy Putra Darma Sari Lubis Dela Andriani Delingga Nugraha Dera Adila Putri Deri Wanhar Sarputra Desi Gustiara Doni Afrialdi Dori Omas Hasibuan Eka Alzahra Erna Wilis Fadly Hady Lingga Fatimah Azzahra Salim b Fauzan, Khizna Kholiq Femas Dwi Andhika Fhina Ardini Fika Heriyati Finna Rahmatia Fiqi Refianada Putra Firza Alkhoiri Fitri Handayani Fitri Handayani Fitria Azura Gema Adhari Gema Adhari Sutrisno Gilang Irhamsyah Hadi Kurniawan Heldeyely Windri Hilwa Nurul Fikriyah Ibrah Safirah Igo Fadhli Sa’bani Ikhwan Maulana Indriayu Ramadhani Intan Probowati Intan Rosetya Viera P Irhamullah Irma Nur Rahmawati Irusmaini Isratul Husna Jefri Jefri Kamilatul Hayati Khairunnisa Tazkia Khairunnisa, Wenny Khoirul Umam Lubis KHOIRUNNISA Khoirunnisa Khoirunnisa Kurniawan Laila Sari Rambe Lely Amelia Aryani Lilis Gusliyah Linda Astria Liza Ananda Putri M. Rafi Alfazri M. Sahrial Efendi Lubis M. Wahyu Fahrizal M.Khairul Mahatri Awalia Mahfidzul Amal Maisy Afriliany Mardatul Hasanah Mariza Zurma Audina AR Maulana Ismail Maysi Adriani MIFTAHUL JANNAH Miftha Hulladuni Riandi Muhammad Bukhari Tambunan Muhammad Farhan Muhammad Hisyam Muhammad Idris Muhammad Iqbal Muhammad Irfan Rizaldi Muhammad Raihan Ramadhan Muhammad Rizki MUHAMMAD SYAFIQ Muharrani, Muharrani Mukharomah Musthafa Rahman Nanda Mulyani Pratiwi Nandika Dwi Pratama Nazifah Fitri Annisa Nia Ramadhani Niesa Amalia Nova Mulyani Novelia Angely Novita Dyah Islamiyyah Nur Aini Nur Annisa Nur Ikhsaniyah Lubis Nur Rahmadani Fitri Nur Sa'adah Nurhasanah Chan Nurlita Ekasari Nurshafitri NURUL HIKMAH Nuryana Purwasi Oktadilla Fauzana Paras Rindwianto Putri Dewi Sinta Putri Nabilah Putri Nurhidayah PUTRI WULANDARI RAHMALIA, RENNY Rahmi Alya Rahnia Mutari Anli Rani Jutia Anggraini Ridwan Saleh Rika Lestari Rika Lestari Hasibuan Rini Andriani Riri Novia Sari Riri Novia Sari Hasibuan Ririanti Riska Nabela Risma Indriana Riu Anugerah Neoldi Poetra Rizky Ananda Putra Rizky Azzahra Robiatul Adawiyah Romadon Ronal Ramadhan Rosnita Siregar Safira Laila Wulandari Salsa Bila Ivanda Salsa Nurhabibah Salsabila Afifah Riswana SALSABILA, ANNISA Samarotul Silmi Sari Primayeni Satria Parwira Sendi Sendi SITI FATIMAH Siti Khoriah Fitriani Siti Najla P Siti Nurhidayatul Marati Siti Sri Wahyuni Sitti Hawa Sri Hafizatul Wahyuni Zain Sri Widyahati Suci Rahmi Syarifah Aini Syarifah Alfiah Nabilah Syarkani Syuhadatul Husna Ulfa Faizah Ulil Devia Ningrum Umi Kalsum Urai Setiawarni Varisha Qurratul Syaraini Varisha Qurratul Syar’aini Viona Putri Ramadhan Wahyu Hidayat Wenny Khairunnisa Widya Lestari Windi Lestari Yenny Siregar Yesha Arista Sulistiawati Yuli Angraeni Yusriyah Zahra Khairunnisa Zaleha, Siti Zikri Dwi Marpendra

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