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All Journal Islamic Counseling : Jurnal Bimbingan dan Konseling Islam FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan AJIS : Academic Journal of Islamic Studies
Warsah, Bizikrika Hably Hudaya
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Islamic Psychology-Based Educational Strategies For Student Character Development Warsah, Idi; Morganna, Ruly; Warsah, Berliani Aslam Alkiromah; Warsah, Bizikrika Hably Hudaya
AJIS: Academic Journal of Islamic Studies Vol. 9 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ajis.v9i2.11326

Abstract

Character education is a vital component in shaping a generation with integrity and readiness to face future challenges. This study aims to identify effective models and approaches within Islamic psychology-based education strategies for student character development and to determine the success indicators of these strategies through a bibliometric review. Utilizing systematic literature reviews and bibliometric analysis, this research gathers and analyzes data from various relevant sources. The findings reveal that integrating moral and spiritual values into the curriculum significantly impacts students' development across academic, moral, spiritual, emotional, social, personal, cultural, and environmental dimensions. Effective models and approaches include fitrah-based education, tarbiyah, and akhlaq teaching, along with the involvement of parents and the community. The use of technology in character education, through Islamic psychology-based applications and platforms, also enhances student engagement and aids in the internalization of moral and spiritual values. Identified success indicators include improved academic performance, moral and ethical development, heightened spiritual awareness, engagement in social and environmental activities, and a reduction in negative behaviors. This study provides practical guidance for educators and policymakers in designing comprehensive and sustainable character education programs. Additionally, it makes a significant contribution to the academic literature by demonstrating the effectiveness of Islamic psychology-based education strategies in fostering strong and integral student character. The application of these findings is expected to assist schools and educators in cultivating a generation that is well-prepared to meet future challenges with solid character and high moral values.
Self-Efficacy and Moral Education in Enhancing the Moral Development and Social Intelligence of Muslim Adolescents Warsah, Idi; Morganna, Ruly; Warsah, Berliani Aslam Alkiromah; Warsah, Bizikrika Hably Hudaya
Islamic Counseling: Jurnal Bimbingan Konseling Islam Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jbk.v8i2.11276

Abstract

This study explored the implementation of moral education in enhancing self-efficacy, moral development, and social intelligence among Muslim adolescents, along with its theoretical implications. Using a comprehensive literature review method, data sources included journals, books, and academic publications related to moral education and youth development. Data were collected through the identification, selection, and critical analysis of relevant literature. The findings indicate that moral education, emphasizing values such as honesty, justice, and responsibility, significantly enhances students' self-efficacy. Structured programs involving personal reflection, group discussions, and community service projects help students develop self-confidence, moral awareness, and ethical decision-making skills. A supportive environment and positive reinforcement also play crucial roles in promoting positive social interactions and social skills like empathy and cooperation. These findings support theories of moral development and Bandura's self-efficacy theory, highlighting the importance of direct experience, positive reinforcement, and social interaction in the development of social and moral skills. Structured moral education provides a strong foundation for students' personal and social development, preparing them to become ethical, confident, and adaptable individuals in society.
The Integration of Islamic Values in Cognitive Development Warsah, Idi; Morganna, Ruly; Warsah, Berliani Aslam Alkiromah; Warsah, Bizikrika Hably Hudaya
FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan Vol. 9 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jf.v9i2.12462

Abstract

The background of this study is based on the importance of integrating moral education with academic education to create a more holistic learning environment. Islamic values such as honesty, justice, and responsibility are considered essential in the cognitive development of students. This research aims to identify and analyze how Islamic values can be integrated into students' cognitive development, as well as the normative approaches that can be used to incorporate Islamic values into the educational curriculum. The method used is a literature review by analyzing various relevant data sources. The key findings show that values such as honesty, justice, and responsibility play a crucial role in shaping students' critical and analytical thinking. Strategies like curriculum integration, thematic learning, and project-based learning (PBL) have proven effective in incorporating Islamic values into education. The results of this study support holistic education theory, which combines moral and cognitive aspects in learning. These findings make an important contribution to the existing literature and offer practical guidelines for educators and policymakers in creating a more holistic and balanced learning environment. The study has some limitations, including reliance on available literature and variability in the quality and methods of the research used. Further research is needed to explore how Islamic values can be integrated into various educational contexts and to evaluate the long-term impact of this integration on students' cognitive and moral development. Overall, the integration of Islamic values in education has the potential to yield long-term positive effects on students and the broader society.
Teacher’s Ridha In The Ethics Of Santri Khidmah: A Hermeneutic Phenomenological Study On Pesantren’s Cultural Resistance To “Santri Slavery” Narratives In Digital Public Spaces Warsah, Idi; Morganna, Ruly; Warsah, Berliani Aslam Alkiromah; Warsah, Bizikrika Hably Hudaya
AJIS: Academic Journal of Islamic Studies Vol. 10 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ajis.v10i2.15012

Abstract

The issue of “santri slavery” that has circulated widely on social media has distorted the meaning of pesantren education by framing the teacher–student relationship through a paradigm of power rather than spirituality. This narration obscures the moral values underlying the traditional Islamic educational system and has generated public misunderstanding of the practice of devotion (khidmah). This study phenomenologically examines the concept of teacher’s ridha as both the moral foundation of Islamic educational ethics and a form of cultural resistance against accusations of exploitation in modern public discourse. Employing a qualitative approach with a hermeneutic phenomenological design, the research was conducted in three traditional pesantren in East Java, involving 10 active students (santri), 4 teachers (ustaz), and 3 alumni as the participants. Data were collected through in-depth interviews, participatory observation, and focus group discussions (FGD), and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal that teacher’s ridha serves as a value structure that governs the teacher–student relationship within a framework of compassion and moral responsibility rather than hierarchical domination. The practice of khidmah is understood as a form of experiential learning that cultivates sincerity, patience, and spiritual character formation. At the same time, the value of teacher’s ridha functions as a moral and symbolic mechanism of resistance to exploitation narratives by redefining devotion as an expression of inner freedom. Furthermore, pesantren have begun utilizing digital media to disseminate alternative narratives grounded in spirituality and adab (ethical conduct). Theoretically, teacher’s ridha is not merely an ethical value but also an epistemological mechanism in the formation of moral subjects, offering an alternative framework to secular paradigms by integrating spiritual legitimacy, exemplary conduct, and lived sincerity. Thus, teacher’s ridha operates as an authentic symbol of liberating Islamic education and as a form of cultural capital that enables pesantren to sustain their moral integrity amid the pressures of modernity.
Co-Authors Idi Warsah Ruly Morganna, Ruly Warsah, Berliani Aslam Alkiromah