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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia
Fahriani, Aulia Nurul
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Education

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Relevansi Islamic Worldview dalam Disiplin Ilmu Ekonomi Islam Sumiran, Sumiran; Rosyidah, Fahmi; Fitriani, Laili; Amriati, Ulil; Fahriani, Aulia Nurul
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8033

Abstract

Although the concept of Islamic economics has been the focus of various previous studies, research that specifically examines the relevance of the Islamic worldview in the discipline of Islamic economics remains relatively limited. This study aims not only to describe Islamic economics but also to analyze in detail how the Islamic worldview is relevant to the discipline of Islamic economics. It employs a qualitative approach with a library research design and descriptive analysis. The findings show that the discipline of Islamic economics is highly relevant to the Islamic worldview because it possesses an epistemological foundation rooted in revelation and its validity has been scientifically tested. Islamic economic theory is derived from the Qur'an and Hadith, while its economic philosophy is sourced from religion (ad-diin). In addition, Islamic economics simultaneously encompasses two disciplines, namely economics (Iqtishad) and fikih muamalah. This study extends the analysis of Islamic economics, contributes theoretically to enriching the literature on Islamic economics, and has practical implications for various related stakeholders. It also opens opportunities for further exploration of the relevance of the Islamic worldview in Islamic economics in the contemporary modern era.
Filsafat Pendidikan Islam dalam Pembentukan Karakter di Kuttab Al-Husnayain Surakarta Mujiburrohman, Mujiburrohman; Fahriani, Aulia Nurul
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8535

Abstract

Although the role of Islamic educational philosophy in shaping students’ character has been widely studied, research that specifically examines its direct application in daily habituation within school environments remains limited. This study aimed to describe how the steps of Islamic educational philosophy are implemented and habituated directly in the process of student character formation. A qualitative approach with an interview-based design was employed, involving three teachers as participants who directly applied habituation practices grounded in Islamic educational philosophy in everyday school activities. Data were collected through in-depth interviews with the teachers and analyzed thematically to reveal patterns of implementation and the meanings they construct regarding student character formation. The interview analysis illustrates the extent to which Islamic educational philosophy is positioned as a normative and practical foundation in behavioral habituation, as well as how teachers understand their role in instilling these values in students. These findings contribute to the development of Islamic educational philosophy theory in student character formation and broaden understanding of the implementation of Islamic philosophical values in educational practice. The study concludes by emphasizing the importance of the consistent application of Islamic educational philosophy by teachers and parents in character-building steps and highlights both theoretical and practical implications for strengthening character education based on Islamic educational philosophy, while also opening opportunities for further exploration in subsequent studies.
Studi Pemikiran Pendidikan menurut Ki Hajar Dewantoro Khoir, Mulyanto Abdul; Fahriani, Aulia Nurul; Amriati, Ulil
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8671

Abstract

Ki Hajar Dewantara’s educational thought has made a fundamental contribution to shaping Indonesia’s national education system; however, studies that systematically elaborate his educational concepts from the nature and aims of education to the role of the educator and their relevance to contemporary education remain limited. This article aims to examine in depth Ki Hajar Dewantara’s concept of education, encompassing the nature of education, educational goals, the role of the educator, and its relevance to the dynamics of modern education. The study employs a library research method with a qualitative-descriptive approach to Ki Hajar Dewantara’s works and relevant supporting literature. The findings indicate that Ki Hajar Dewantara’s educational thought emphasizes a humanistic education rooted in national culture and oriented toward the liberation and holistic development of learners’ potential, thereby positioning education as a process of humanization and emancipation. These findings affirm that Ki Hajar Dewantara’s concept of education remains relevant for strengthening character, developing culture, and fostering learner autonomy within the context of contemporary national education, while also providing a philosophical foundation for formulating educational policies and practices that are more just, personality-based, and humanity-oriented.
Co-Authors Amriati, Ulil Fitriani, Laili Khoir, Mulyanto Abdul Mujiburrohman Mujiburrohman Rosyidah, Fahmi Sumiran, Sumiran