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All Journal Journal of Education and Learning (EduLearn) Journal on Education Journal of Humanities and Social Studies Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Indonesian Values and Character Education Journal Journal La Edusci Turatsuna : Jurnal Keislaman dan Pendidikan Edunity: Kajian Ilmu Sosial dan Pendidikan Asian Journal of Management, Entrepreneurship and Social Science
Dwi Mariyono
Universitas Islam Malang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Multicultural Character Formation in Islamic Religious Education Mohamad Alifian Zanuar; Thoriq Al-Anshori; Dwi Mariyono
Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i3.2940

Abstract

The implementation of multicultural education in Indonesia often encounters epistemological challenges, namely the dominance of Western educational theories that tend to be secular and only focus on socio-cognitive engineering, while ignoring the spiritual dimension that is the core of Islamic Religious Education. This condition triggers disparities in students who may understand tolerance intellectually, but are emotionally and spiritually fragile. This article seeks to reconstruct the position of Islamic Religious Education as the main discursive authority in character education, by making local wisdom in the Book of Jawahirul Adab as a pedagogical case study to fill this spiritual void. Using a qualitative approach with content analysis methods and contextual hermeneutics, this study dialogues the dimensions of James A. Banks' multicultural education with the concept of tazkiyatun nafs (purification of the soul). The results of the comparative analysis show that Islamic ethics provides axiological reinforcement to Banks' theory through the "Tazkiyah-Based Multiculturalism" model that prioritizes inner management. An analysis of the Jawahirul Adab (The Book of Adab) finds that the elimination of the trait of ujub (inheritance) serves as an internal mechanism for Prejudice Reduction, while the prohibition against ngutek-ngutek drengki (introverted behavior) is a psycho-spiritual prerequisite for the success of Equity Pedagogy. This study also reveals that the rhythmic structure of nadhom in the book serves as a more effective pedagogical instrument for internalizing values than instructional prose texts. This integration of traditional values offers a fundamental solution to the problem of "spiritual emptiness" in modern multicultural education.
Transcendental Humanist Character Paradigm: The Reactualization of Qur'anic Values Education in Islamic Education Viqqi Razaqtana; Abd Jalil; Dwi Mariyono
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.105922

Abstract

Pedagogical practice is often trapped in a dichotomy between secular models that emphasize psychological and sociological aspects without a transcendent horizon and doctrinal models that demand normative obedience without honoring the humanity of learners. It is therefore necessary to reconsider a character education model that can integrate humanization and divine orientation, one of which is the humanist-transcendental paradigm proposed in this article. This study aims to: (1) explore the concept of the humanist-transcendental paradigm, (2) analyze Qur’anic values as its ethical and spiritual foundation, and (3) describe its implications for character formation in Islamic education. The method employed is library research. The findings indicate that, first, the humanist-transcendental paradigm conceptually combines the recognition of learners as dignified subjects with the linking of learning freedom to tawhid, adab, trustworthiness, ihsan, and God-consciousness through the teacher’s dual role as facilitator and role model. Second, Qur’anic values such as tawhid, truthfulness, trustworthiness, justice, and compassion function as living ethics that structure motivation, self-evaluation, and moral habitus toward the profile of the insan kamil. Third, this paradigm requires an integrative educational ecosystem encompassing curriculum, dialogical and ethical classroom culture, adab-based affective assessment, and the involvement of family and community in character development. The main novelty of this study lies in formulating Spiritual-Moral Self-Regulation (RDSM) as a conceptual hinge that connects the humanist and transcendental dimensions in the formation of students’ character.
Co-Authors Abd Jalil Abror, Mufidul M. Djunaidi Ghony Maskuri Mohamad Alifian Zanuar Nur Hasan Thoriq Al-Anshori Viqqi Razaqtana