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Richway
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Muhammadiyah Sufism: Building Students' Character and Faith Through Spiritual Education Richway; Romelah; M. Nurul Humaidi
Journal of Islamic Education Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education) July-December
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.363

Abstract

This study explores the important role of Muhammadiyah Sufism in building character, optimising the purification of students' beliefs, and exploring the positive impact of the Islamic spirituality approach implemented by Muhammadiyah. The research method used involves qualitative data collection with a phenomenological approach involving semi-structured interviews, non-participant observation, and documentation with Muhammadiyah educational actors who have implemented the Sufi approach, namely the principal, teachers, and several students of Muhammadiyah Elementary School, Lahat. The data analysis technique uses the Miles and Huberman method, which focuses on the stages of data collection, data reduction, data presentation, and conclusion, for data validity techniques using triangulation. The research findings show that Muhammadiyah Sufism can strengthen the beliefs of Muhammadiyah Elementary School Lahat students, increase a deep understanding of Islamic teachings, and form positive characters in living their daily lives. This can be done through spiritual practices such as reading the Qur'an, sunnah prayers, dhikr, and sunnah fasting. This study also found that the implementation of Sufism in Muhammadiyah education helps students recognise and avoid practices inconsistent with pure Islamic teachings, such as excessive tawassul (circumambulation) and extreme meditation. Thus, Muhammadiyah Sufism education serves as a tool to purify faith and shape individuals with noble character and positive societal contributions. This study emphasises the importance of integrating Sufi values into the educational curriculum to create a generation that is intelligent, ethical, and capable of facing the challenges of the modern era. A limitation of this study is its limited focus on Muhammadiyah Elementary School in Lahat, which may reduce the generalizability of the findings regarding the implementation of Sufism in the broader context of Muhammadiyah education.
The Curricular Reform and Implementation Barriers for Islamic Religious Education Teachers in Indonesia's Merdeka Belajar Era Richway; Maftuhah; Riyadi, Dedi Eko; Khozin; Humaidi, M. Nurul
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 02 (2025): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i02.38886

Abstract

This study investigates the obstacles encountered by Islamic Education (PAI) instructors in implementing the Merdeka Belajar Curriculum and the tactics utilized to overcome these difficulties. The Merdeka Curriculum represents a significant reform in Indonesia's educational system, prioritizing differentiated learning, learner autonomy, and flexible instructional design, necessitating that educators modify their pedagogical approaches to accommodate students' varied skills and needs. Nonetheless, its execution in Islamic Education poses unique obstacles. Data were gathered using a qualitative descriptive methodology through in-depth interviews, classroom observations, and document analysis with PAI teachers at the junior secondary level. The findings identify several significant obstacles, including inadequate conceptual comprehension of the curriculum framework, insufficient professional development and socialization, challenges in creating differentiated learning materials, ambiguous operational guidelines, weak institutional support, and limited leadership engagement. These obstacles impede instructors' pedagogical preparedness and diminish the efficacy of curriculum execution in classroom practice. In response, educators have implemented many coping mechanisms, including peer cooperation, self-directed learning, and informal instructional modifications. Nonetheless, these endeavors continue to be disjointed and predominantly solitary in character. This study highlights the critical necessity for systematic and ongoing professional development, robust instructional leadership, and cohesive policy support to improve teachers' ability to effectively execute the Merdeka Belajar Curriculum in Islamic Religious Education. The results enhance overarching dialogues regarding curriculum reform and educator preparedness within faith-based educational settings.
Co-Authors Humaidi, M. Nurul Khozin, Khozin M. Nurul Humaidi MAFTUHAH RIYADI, DEDI EKO Romelah Romelah