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Ahsan Hakim
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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KONSEP PENDIDIKAN TAUHID DALAM PEMIKIRAN HASAN AL-BANNA DAN KH. HASYIM ASY’ARI : RELEVANSI TERHADAP PEMBENTUKAN KARAKTER MUSLIM DI ERA MODERN Wahyudi Mutalib; Ahmad Mujahidin; Mohammad Nahrawi; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/tc0q1g48

Abstract

This study aims to analyze and compare the concept of tauhid education in the thoughts of Hasan Al-Banna and KH. Hasyim Asy‘ari, as well as its relevance to the formation of Muslim character in the modern era. The background of this research is rooted in the spiritual and moral crisis that accompanies technological advancement and globalization, which demands a reorientation of Islamic education based on tauhid values. This research employs a library research approach using content analysis methods on the major works of both figures, such as Majmū‘at al-Rasā’il and Adāb al-‘Ālim wa al-Muta‘allim. The analysis reveals that Hasan Al-Banna emphasizes tauhid education as an integral system that cultivates divine consciousness, shapes the personality of da‘wah activists, and builds Islamic civilization. Meanwhile, KH. Hasyim Asy‘ari highlights the spiritual dimension, adab (ethics), and the exemplary role of scholars (‘ulama’) as the foundation for forming a noble Muslim character. Both figures share the paradigm that tauhid is not merely a theological doctrine but also an epistemological and axiological principle of education. The findings contribute to developing a tauhid-based character education model that is contextual and applicable in facing the challenges of modernity. Theoretically, this study enriches the treasury of Islamic educational philosophy, while practically, it serves as a reference for developing a holistic Islamic character curriculum.
Integrasi Nilai Transendental dalam Pembelajaran Abad ke-21: Studi Komparatif Kualitatif antara Kurikulum Pesantren dan Kurikulum Cambridge Musleh; abdul wafi; Fahim Abu Ramadhan; Septiadi; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/1rdhzx86

Abstract

This study aims to explore the integration of transcendental values within the context of 21st-century learning through a qualitative comparative study between the pesantren curriculum and the Cambridge Curriculum. The research is grounded in the need to reconstruct the global educational paradigm to emphasize not only cognitive competence and 21st-century skills but also spiritual and moral dimensions as the foundation for holistic human character development. The study employs a qualitative approach based on library research and content analysis of curriculum documents, Islamic educational literature, and Cambridge Curriculum policy references. The findings reveal that the pesantren curriculum positions transcendental values as the epistemological core of the entire learning process, whereas the Cambridge Curriculum emphasizes rationality, learner autonomy, and assessment based on global competency achievements. The intersection of the two lies in universal values such as honesty, responsibility, and collaboration, which have high relevance to 21st-century education. Theoretically, this research proposes an integrative model that combines spiritual-transcendental dimensions with modern competency-based pedagogical principles. Practically, it provides a conceptual framework for developing holistic curricula in Islamic educational institutions that are globally oriented yet rooted in divine values.
Relevansi Pendidikan Akhlak Islam terhadap Krisis Moral Generasi Digital dalam Perspektif Syekh Az Zarnuji NURUL HAYATI; Sumiyati; Amaliatul Fitriyah; Safitrianingsih; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/wf4xy588

Abstract

This study examines the relevance of Islamic moral education in addressing the moral crisis of the digital generation through the perspective of Shaykh Az-Zarnuji. In the digital era, characterized by the decline of ethics due to unlimited exposure to technology, the teachings in Ta‘lim al-Muta‘allim offer essential moral and pedagogical guidance. The purpose of this research is to analyze Az-Zarnuji’s thoughts on moral education—including his perspectives, sources, approaches, and technical proceduresand to reinterpret his teachings  within the context of modern moral challenges. The research employs a library research method using a content analysis approach applied to Az-Zarnuji’s primary works and contemporary literature on digital ethics. The findings reveal that Az-Zarnuji’s concept of moral education centers on sincerity of intention, discipline in seeking knowledge, and respect for teachers. These values provide a meaningful solution to the moral crisis of the digital era, which is characterized by narcissism, moral relativism, and the loss of social empathy. Theoretically, this study enriches Islamic education discourse by linking classical thought with contemporary moral issues. Practically, the findings serve as a reference for educators and policymakers in integrating Islamic spiritual and ethical values into digital education curricula. Thus, Az-Zarnuji’s teachings remain profoundly relevant in fostering moral awareness among the digital generation in the modern era.
Rekonstruksi Konsep Pembelajaran Mendalam (Deep Learning) dalam Pendidikan Islam (Analisis Isi terhadap Integrasi Nilai-Nilai Pemikiran KH. Ahmad Dahlan, KH. Hasyim Asy’ari, dan Ki Hajar Dewantara) Alfi Noer Diana Hafidah; Ahmad Syaifullah; Yasril Gunawan; Beni Zakaria Fitriyanto; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/nzzjdg38

Abstract

Education today tends to be oriented towards the transfer of knowledge and ignores the moral and spiritual dimensions. As a result, the learning process loses its humanistic meaning as a means of forming civilized human beings. This research aims to reconstruct the concept of deep learning in the perspective of Islamic Education through the analysis of the values of KH's thought. Ahmad Dahlan, KH. Hasyim Asy'ari, and Ki Hajar Dewantara. The method used is library research with a content analysis approach to the primary works of the three figures, namely Ahmad Dahlan's Book, Adab al-'Alim wa al-Muta'allim, and Part I: Education by Ki Hajar Dewantara, accompanied by secondary sources in the form of journals and education policy documents. The results of the study show that the three figures have a common point in the orientation of education: forming knowledgeable, moral, and civilized human beings. The core values of the three include the integration between knowledge and charity (Ahmad Dahlan), manners and sincerity in seeking knowledge (Hasyim Asy'ari), as well as freedom of learning and the balance of creation-rasa-karsa (Ki Hajar Dewantara). The synthesis of the three gave birth to the "Islamic Deep Learning" paradigm, which is a learning model that integrates cognitive, affective, and spiritual aspects in its entirety. Theoretically, this research expands the concept of deep learning with moral and spiritual dimensions; practically, it is the basis for the development of a humanistic, contextual, and transformative Islamic Education curriculum.
HUMANISME RELIGIUS DALAM PEMIKIRAN KI HAJAR DEWANTARA: ANALISIS RELEVANSI TERHADAP PENDIDIKAN AGAMA ISLAM KONTEMPORER Hasnun Umar; Emelia; Masnua’atul Khoiriyah; Annisa Maryan Nurrohmah; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9ka2rr75

Abstract

This study aims to analyze the concept of religious humanism in the thought of Ki Hajar Dewantara and its relevance to strengthening contemporary Islamic education. The background of this research arises from the challenges of modern education, which tend to emphasize cognitive and materialistic aspects while neglecting spiritual and moral values. This study employs a qualitative approach using the library research method. The findings reveal that Dewantara’s concept of religious humanism positions human beings as rational and faithful creatures who maintain a balance between freedom, responsibility, and spiritual awareness. Educational values such as Tut Wuri Handayani and the Tri Pusat Pendidikan (Three Centers of Education) align with Islamic educational principles that emphasize moral formation and the development of students’ innate potential (fitrah). Furthermore, the study highlights the practical implications of Dewantara’s thought in reinforcing Islamic educational paradigms to become more humanistic, contextual, and culturally rooted. Thus, Dewantara’s concept of religious humanism serves as a philosophical foundation for the development of Islamic education oriented toward the formation of insān kāmil (the complete human being).
Co-Authors Abdul Wafi Ahmad Mujahidin Ahmad Syaifullah Alfi Noer Diana Hafidah Amaliatul Fitriyah Annisa Maryan Nurrohmah Beni Zakaria Fitriyanto Emelia Fahim Abu Ramadhan Hasnun Umar Masnua’atul Khoiriyah Mohammad Nahrawi Musleh NURUL HAYATI Safitrianingsih Septiadi Sumiyati Wahyudi Mutalib Yasril Gunawan