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Tuddairoh, Jauhariyah
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Character Education Framework In Ethical Philosophy Azkiya, Annisa Husna; Tuddairoh, Jauhariyah; Affandi, Akhmad
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 9, No 2 (2025): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.12455

Abstract

Character education is a fundamental aspect of the educational system, aiming to shape individuals who are not only intellectually capable but also morally and spiritually mature. This study seeks to examine how ethical philosophy provides a conceptual foundation for the development of holistic and functional character education. Using a qualitative approach with a literature review method, this research explores the ethical thoughts of prominent figures such as Immanuel Kant, Aristotle, and Ibn Miskawayh in relation to character formation in students. The findings reveal that ethical philosophy offers a rational, normative, and reflective framework for understanding moral values, which are central to character education. Character is positioned as the result of internalizing values through continuous habituation and ethical reflection, rather than merely compliance with normative rules. The integration of three ethical approaches deontological, teleological, and virtue ethics within the educational system results in a learning structure that not only shapes good behavior but also fosters deep moral awareness. Therefore, character education grounded in ethical philosophy is considered capable of addressing contemporary educational challenges and forming individuals who are socially responsible and morally consistent. 
Strengthening Islamic Character Education In Children Through Eco-Pedagogical Learning Tuddairoh, Jauhariyah; Azkiya, Annisa Husna; Basir, Amin
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 9, No 2 (2025): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.12405

Abstract

In today's educational landscape, the erosion of moral and spiritual values among children highlights an urgent need for an integrative approach to character education. Islamic character education offers a strong moral foundation rooted in divine teachings, while eco-pedagogical learning encourages awareness, responsibility, and care for the environment. This study aims to examine how eco-pedagogical principles can be integrated into Islamic character education to foster children's holistic moral development. Through a structured analysis of classical Islamic teachings and contemporary educational theories, the study identifies core values such as trustworthiness (amanah), responsibility (mas'uliyyah), and stewardship (khalifah) as central to both Islamic and ecological paradigms. The integration of eco-pedagogy into Islamic education encourages experiential learning methods—such as nature-based activities and reflection on environmental ethics—that align with Islamic worldviews. These strategies not only enrich moral understanding but also cultivate empathy toward living beings and the natural world. The study underscores the potential of eco-pedagogical learning as a transformative medium for instilling Islamic ethical values in children from an early age. It offers conceptual insights for educators and curriculum developers seeking to merge religious values with sustainability education in a culturally relevant framework. 
Co-Authors Akhmad Affandi Azkiya, Annisa Husna Basir, Amin