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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Ilmiah Guru Madrasah (JIGM)
Fahmi, Putri Firdaus
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Religion Humanities Education Social Sciences Other

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Studi Pemikiran Zakiyah Daradjat dalam Pendidikan Islam di Indonesia Fahmi, Putri Firdaus; Aula, Fitria Faradina Kafa; Prasetyo, Dony Agus; Fatimah, Siti; Khoir, Mulyanto Abdullah
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.v6i1.8042

Abstract

This study examines the thought of Zakiyah Daradjat in the context of Islamic education in Indonesia using a qualitative descriptive method with a literature study approach. It focuses on her main ideas regarding the nature and aims of Islamic education, which she formulates as efforts to nurture human beings to become pious servants of Allah in all aspects of life—actions, thoughts, and feelings. She emphasizes that the foundations of Islamic education rest on the Al-Qur’an, As-Sunnah, and Ijtihad, and she positions the family, school, and society as the environments as well as the parties responsible for the educational process. The findings show that Zakiyah Daradjat’s contribution to Islamic education in Indonesia is manifested in two principal roles. First, as an educator and psychologist who devoted considerable attention to mental health, particularly in relation to adolescent issues. Second, as a bureaucrat and reformer of Islamic education who was directly involved in educational practice and policy formulation through strategic positions in government agencies and Islamic educational institutions. These contributions make Zakiyah Daradjat’s thought remain relevant and significant for the development of Islamic education in Indonesia to the present day.
Pengajaran Kitab di Pesantren Taufiqurrahman, Taufiqurrahman; Prasetyo, Dony Agus; Fahmi, Putri Firdaus; Aula, Fitria Faradina Kafa; Fatimah, Siti
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.v6i1.8043

Abstract

This study examines the concepts, methods, and contemporary relevance of teaching classical kitab texts in Indonesian pesantren. Guided by three research questions—concerning the definition of kitab instruction, the methods used in the teaching process, and the challenges encountered in the modern era. The study aims to describe the practice of kitab teaching and analyse its position and continuity in the present context. Using a qualitative descriptive approach, the research finds that kitab instruction is a systematic process of guiding santri to understand authoritative texts through traditional methods such as bandongan, sorogan, and halaqah. These methods strengthen text comprehension, develop interpretive competence, and cultivate disciplined learning grounded in respect for teachers and scholarly traditions. The study also identifies several contemporary challenges, including digital distractions, shifting learning preferences, and the need for more adaptive pedagogical strategies. Nevertheless, kitab teaching remains relevant due to its integrative role in shaping the intellectual, spiritual, and moral character of santri, thereby reaffirming pesantren as a key pillar of Islamic education.
The Axiology of Islamic Education in the Habitual Literacy of Qur’anic Reading at SMP Nurul HAQ Klaten Mujiburrohman, Mujiburrohman; Fahmi, Putri Firdaus
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.82

Abstract

This study focuses on the habitual literacy of Qur’anic reading at SMP Nurul Haq Klaten, aiming to understand the role of teachers, the impact on students’ character, and the challenges of implementation from the perspective of Islamic educational axiology. The research questions include: (1) how teachers guide Qur’anic literacy in full-day and boarding school settings; (2) the impact of literacy habits on students’ character and behavior; and (3) the challenges that arise and strategies employed to overcome them.This study uses a qualitative descriptive approach with a case study design. Informants were selected purposively, including the principal, Islamic Religious Education teachers, Qur’anic literacy facilitators, and students. Data were collected through observations, semi-structured interviews, and documentation studies, and analyzed interactively through data reduction, presentation, and conclusion drawing, with triangulation applied to ensure data validity.The results indicate that Qur’anic literacy habits are conducted intensively through halaqah sessions and integrated with both formal and non-formal activities, significantly shaping students’ religious character and enhancing discipline, responsibility, honesty, and social awareness. Teachers play a crucial role as facilitators, motivators, and role models. Challenges such as differences in students’ reading abilities, time management, and curriculum limitations can be addressed through adaptive strategies and the integration of non-formal activities.This study confirms that Qur’anic literacy serves as an effective means to internalize the values of Islamic educational axiology and provides an empirical foundation for developing literacy practices in other Islamic schools.
Konsep Aksiologi Ilmu dalam Perspektif Barat dan Islam serta Implikasinya terhadap Pendidikan Agama Islam Fahmi, Putri Firdaus; Aula, Fitria Faradina Kafa; Fatimah, Siti; Pitriatin, Pitriatin; Sumiran, Sumiran
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.86

Abstract

The development of contemporary science has generated divergent value orientations between Western and Islamic traditions. Western science emphasizes objectivity, value neutrality, and technical-empirical aspects, whereas the Islamic tradition integrates moral and spiritual values with the pursuit of public benefit (maqāṣid al-sharī‘ah). These differences have significant implications for Islamic Religious Education (IRE), particularly in shaping students’ character, ethics, and spirituality. This study aims to analyze the concept of the axiology of knowledge from Western and Islamic perspectives and to examine its implications for IRE practices. The research employs a qualitative approach through library research, involving a systematic review of primary and secondary literature on Western and Islamic philosophy of science, the axiology of knowledge, and education. Data were analyzed using descriptive-analytical and comparative methods to interpret value orientations, the purposes of knowledge, and their educational implications within both traditions. The findings indicate that Western science initially emphasized value neutrality and objectivity; however, contemporary discourse increasingly highlights the integration of ethics and moral values. In contrast, the Islamic scientific tradition consistently integrates revelation, reason, and empirical experience within a moral, spiritual, and public-benefit-oriented framework. These findings underscore that IRE should be developed holistically by integrating cognitive, ethical, and spiritual dimensions, enabling students to become not only intellectually competent but also morally grounded and socially responsible. The novelty of this article lies in its comparative analysis of Western and Islamic axiological paradigms as a means of strengthening IRE as a platform for character formation and a moral filter in responding to modern science and technology.
Pemikiran Pendidikan Islam Zakiah Daradjat: Analisis Kritis dan Relevansinya bagi PAI Kontemporer Kafa Aula, Fitria Faradina Kafa Aula; Fatimah, Siti; Fahmi, Putri Firdaus; Khafidoh, Khafidoh; Khoir, Mulyanto Abdullah
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.87

Abstract

Islamic education aims at the holistic development of learners, encompassing cognitive, affective, and psychomotor dimensions, as well as the cultivation of faith, morality, and mental health. Zakiah Daradjat is a prominent Indonesian Islamic education scholar who introduced an integrative approach between Islamic education and the psychology of religion, particularly within the context of Islamic Religious Education (Pendidikan Agama Islam/PAI). However, previous studies on her thought have largely remained descriptive and have not sufficiently engaged in critical analysis in relation to contemporary educational challenges. This study aims to critically analyze Zakiah Daradjat’s Islamic educational thought by examining its contributions, conceptual uniqueness, and relevance to the development of contemporary Islamic Religious Education in Indonesia. Employing a qualitative approach through library research, the study utilizes Daradjat’s original works as primary sources and relevant academic literature as secondary sources. Data analysis is conducted using content analysis with an emphasis on thematic and critical interpretation. The findings indicate that Zakiah Daradjat’s educational thought emphasizes a holistic, integrative, and contextual model of Islamic education grounded in the Qur’an, Sunnah, and ijtihad, and implemented synergistically across family, school, and community settings. The integration of Islamic education and the psychology of religion represents her distinctive contribution, particularly in strengthening learners’ character formation and mental health. Nevertheless, her ideas require deeper engagement with contemporary educational theories and pedagogical approaches to remain adaptive to global and digital challenges. Theoretically and practically, Zakiah Daradjat’s Islamic educational thought remains relevant as a foundation for the development of modern Islamic Religious Education, especially in addressing moral degradation and students’ mental health issues in Indonesia.
Co-Authors Aula, Fitria Faradina Kafa Kafa Aula, Fitria Faradina Kafa Aula Khafidoh, Khafidoh Khoir, Mulyanto Abdullah Mujiburrohman Mujiburrohman Pitriatin, Pitriatin Prasetyo, Dony Agus Siti Fatimah Sumiran, Sumiran Taufiqurrahman Taufiqurrahman