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All Journal Al Ishlah Jurnal Pendidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah DEVELOPMENT : Journal of Community Engagement Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam As-Sulthan Journal of Education Journal of Islamic Education and Intellectual Discourse Immortalis Journal of Interdisciplinary Studies Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Advances In Education Journal Al-Ilmiya: Jurnal Pendidikan Islam Tarbiyah Islamiah : Jurnal Inovasi Pendidikan Islam
Ahsan Hakim
Institut Ahmad Dahlan Probolinggo
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Model Integratif Pendidikan Karakter Berbasis Nilai-Nilai Qur’ani dalam Penguatan Moral dan Spiritualitas Pendidikan Islam Aimatul Khoiriyah; Miftahul Jannah; Hera Hapsari Kusuma; Miasari; Ahsan Hakim
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 3 (2025): DESEMBER (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/ar2gtv97

Abstract

This study aims to analyze the philosophical foundations of Qur’anic-based character education and to develop an integrative character education model as a response to moral degradation and value disorientation in modern society. Employing a qualitative approach with a library research method, the study draws on primary sources consisting of the Qur’an, Hadith, and classical as well as contemporary tafsir, complemented by secondary data from relevant books and peer-reviewed journal articles published between 2016 and 2025. Data were analyzed using content analysis through data reduction, data display, and conclusion drawing, strengthened by source triangulation and comparative analysis. The findings reveal that Qur’anic character education is firmly grounded in the Islamic anthropological view of humans as khalīfah fī al-arḍ, endowed with fitrah that must be developed through tazkiyatun nafs and ta’dīb to achieve the ideal of insān kāmil. Core Qur’anic values tauhid, akhlaq, ‘amal ṣāliḥ, ‘adl, and raḥmah form an integral moral system that harmonizes spiritual and social dimensions. This study proposes the Integrative Qur’anic Character Education Model (MPKQI), comprising divine internalization, social transmission, and personal transformation, which extends conventional character education theories by incorporating a transcendental, revelation-based dimension. The study concludes that Qur’anic-based character education offers both theoretical and practical contributions to global moral and spiritual education in addressing contemporary ethical challenges.
"My Teacher Showed a Different Future": A Narrative Inquiry on Teacher Role Modeling and Students' Career Imagination dipuro, rahmat; Edy Purwanto; Saukani Nur Akbar; Dr. Ahsan Hakim, M.Pd.I
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 1 (2026): MARET (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/xk5eca48

Abstract

This study uses a narrative inquiry approach to explore how teacher role modeling shapes students' future imagination and reduces career anxiety in an Islamic boarding school (pesantren). In-depth narrative interviews and biographical timelines were conducted with six senior students (santri) and two senior teachers. The findings indicate that teachers who integrate religious piety with entrepreneurial competence are able to construct a counter-narrative against the stigma that pesantren graduates are limited to low-income religious roles. Participants reported increased self-confidence after hearing their teachers' stories. The teachers' authentic stories function as a source of vicarious experience that expands students' career possibilities. This study proposes a moral-entrepreneurial role modeling model as a new typology of teacher role modeling in Islamic education.
Understanding Teacher-Student Partnership For Islamic Educational Purpose: A Phenomenological Qualitative Study In An Islamic Boarding School Rahmat Dipuro; Edy Purwanto; Saukani Nur Akbar; Ahsan Hakim
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 1 (2026): MARET (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/32c2ss63

Abstract

This study seeks to explore the meaning of teacher–student partnerships in achieving the goals of Islamic education within the context of a pesantren. Employing a qualitative approach grounded in transcendental phenomenology, this research focuses on uncovering the lived experiences of both teachers and students. Data were gathered through in-depth interviews, participant observation, and documentation involving twelve purposively selected participants. The analysis followed the phenomenological procedures proposed by Moustakas (1994), including epoche (bracketing), horizontalization, clustering of meaning, and the synthesis of textural and structural descriptions. The findings indicate that teacher–student partnerships in pesantren settings are understood through three interconnected dimensions. First, the partnership is experienced as a form of spiritual companionship rooted in adab (ethical conduct) and exemplified through role modeling. Second, it functions as a transformative interaction that shapes students’ character through continuous habituation. Third, it operates within a broader moral ecosystem sustained by the cultural and institutional practices of the pesantren. Overall, this study concludes that teacher–student relationships in Islamic education are inherently holistic, extending beyond instructional functions to become a foundational element in character formation.
Transformasi Lembaga Pendidikan Islam Indonesia di Era Artificial Intelligence (AI): Analisis Filosofis terhadap Perubahan Paradigma Pendidikan Hakiki, Darul Qutni; Ilham Kamaruddin; Hamdan Saleh; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/xefyee16

Abstract

This study aims to analyze the transformation of Islamic educational institutions in the era of Artificial Intelligence (AI) through a philosophical approach encompassing ontological, epistemological, and axiological dimensions. This research employs a qualitative method with a library research design, analyzing relevant academic literature on AI and Islamic education. The findings reveal that AI does not merely introduce technical changes but also generates fundamental implications for the paradigm of Islamic education. Ontologically, humans possess a spiritual dimension and moral responsibility as khalifah, whereas AI is a material artifact lacking consciousness and existential capacity. Epistemologically, AI knowledge is computational and data-driven, while Islamic education views knowledge as an integration of revelation, reason, and empirical experience, encompassing meaning and value. Axiologically, AI is not value-neutral but reflects instrumental goals, whereas Islamic education is oriented toward moral formation and transcendental objectives. The study implies that the integration of AI in Islamic education must be positioned as a means (wasilah), not an end (ghayah). Therefore, the transformation of Islamic educational institutions should reinforce the principles of tawhid, adab, and moral responsibility, ensuring that technological advancement does not shift the ultimate goal of education, which is the formation of knowledgeable, faithful, and virtuous individuals.
TRANSFORMASI SEDEKAH SAMPAH MENJADI KURIKULUM FILANTROPI LINGKUNGAN DI MADRASAH IBTIDAIYAH Ahsan Hakim; Khoiriyah; Benny Prasetiya
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/m5g38j72

Abstract

The transformation of an environment-based social program into a madrasah curriculum is an important issue in the development of character education in Islamic elementary schools, particularly when schools are expected to integrate ecological, social, and religious values into students’ learning experiences. This study aims to analyze the transformation of the waste donation program into an environmental philanthropy curriculum, its implementation in madrasah practices, and the supporting and inhibiting factors in its application. This research employed a qualitative approach with a case study design at MI Muhammadiyah 08 Pelangwot, Lamongan. Data were collected through observation, in-depth interviews, focus group discussions, field notes, and document studies involving the principal, vice principal for curriculum affairs, program coordinator, and classroom teachers as the main informants. The data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that the waste donation program transformed from a community-based social movement into a madrasah curricular practice through habituation, routine agendas, value reinforcement in learning, and character reflection. The implementation of the environmental philanthropy curriculum is reflected in Friday waste collection activities, school cleaning duties, waste sorting and selling, recording of proceeds, and the interpretation of waste as a medium of charity. The main supporting factors include madrasah leadership, teacher commitment, the role of the program coordinator, and community participation, while the inhibiting factors include students’ consistency, limited facilities, administrative challenges, and character evaluation. This study confirms that waste donation can serve as a contextual curriculum model that integrates character education, environmental education, and Islamic philanthropy in Islamic elementary schools.
LINGKUNGAN SEBAGAI MODEL PENDIDIKAN KARAKTER PEDULI LINGKUNGAN: STUDI KASUS PROGRAM SEDEKAH SAMPAH DI MI MUHAMMADIYAH 8 PELANGWOT, LAMONGAN Benny Prasetiya; Ahsan Hakim; Khoiriyah
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/htzg5759

Abstract

Waste problems in community and school environments are not only related to ecological concerns but also closely connected to the formation of moral awareness, social responsibility, and students’ character. This study aims to analyze how character education can be developed through environmental philanthropy in the waste donation program at MI Muhammadiyah 8 Pelangwot, Lamongan. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and supporting questionnaires involving teachers and students who participated in the waste donation program. The data were analyzed using thematic analysis through the stages of data familiarization, coding, theme development, theme review, and interpretation of findings. The results show that the waste donation program originated from the initiative of Pemuda Muhammadiyah in Pelangwot Village as a response to post-Eid al-Fitr waste problems, later gaining community support and becoming integrated into the madrasah’s regular program. This program contributes to the formation of environmentally caring character through the habituation of bringing waste from home every Friday, school cleaning duties, student involvement in waste collection, and the interpretation of waste as a medium of charity. In addition to supporting school finances and cross-subsidies for students from low-income families, the program also serves as a medium of educational communication that connects ecological, social, and religious values. This study confirms that environmental philanthropy can serve as a contextual, participatory, and applicable model of character education for Islamic elementary schools.
MODEL PEMBELAJARAN INTEGRATIF AGAMA DAN SAINS UNTUK MEMBENTUK KARAKTER RELIGIUS SISWA SEKOLAH DASAR INTEGRAL KOTA PROBOLINGGO Khoiriyah; Benny Prasetiya; Ahsan Hakim
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/1ypqqj02

Abstract

The separation between religion and science in primary school learning often leads students to perceive science merely as empirical knowledge, while religion is positioned as a normative doctrine detached from their learning experiences. This condition highlights the need for a learning model that integrates scientific literacy, religious reflection, and character formation within a unified pedagogical framework. This study aims to analyze the implementation of an Integrative Religion and Science Learning Model in shaping the religious character of students at an Integrated Primary School in Probolinggo City. The study employed a mixed-method approach with a sequential explanatory design. Quantitative data were collected through questionnaires administered to fifth-grade students to examine the relationship between the implementation of the integrative learning model and students’ religious character. Qualitative data were obtained through classroom observations and interviews with teachers and students to explain the learning processes, contextual dynamics, and pedagogical meanings underlying the model. Data were analyzed using descriptive statistics, classical assumption tests, multiple linear regression, and thematic analysis, and were subsequently integrated through a joint display. The findings indicate that the integrative religion and science learning model is implemented through the integration of learning objectives, science content and religious values, inquiry-reflective activities, and religious habituation within the school environment. The model contributes to the formation of students’ religious character through the strengthening of faith, worship practices, moral conduct, gratitude, responsibility, and social care. This study emphasizes that religious character formation cannot rely solely on verbal religious instruction but should be developed through science learning that is reflective, dialogical, and spiritually meaningful.
Peran Unsur-Unsur Pendidikan Islam dalam Membentuk Karakter Peserta Didik Menurut Pemikiran Al-Ghazali Pusparini; Maimunah; Eny Ratna Purwanti; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/4qtddn23

Abstract

Islamic education has the primary objective of shaping human beings with noble character who are capable of carrying out their roles as servants of Allah and caliphs on earth. From Al-Ghazali’s perspective, education is not merely a process of transferring knowledge, but also a process of purifying the soul (tazkiyatun nafs) and developing moral character. This study aims to analyze the role of the components of Islamic education in shaping students’ character based on Al-Ghazali’s educational philosophy. This research employs a qualitative method using a library research approach. The data were collected from books, journals, scientific articles, and other literature related to Islamic educational philosophy and Al-Ghazali’s thoughts. The findings reveal that the components of Islamic education, such as educational objectives, educators, students, curriculum, teaching methods, educational environment, and evaluation, are closely interconnected in shaping students’ character. According to Al-Ghazali, educators must serve as moral role models, while students are required to uphold proper manners (adab) in seeking knowledge. The curriculum of Islamic education should emphasize a balance between religious and general sciences and be directed toward the formation of noble character. Educational methods such as exemplary behavior, habituation, advice, and spiritual exercises become the primary means of character building. By implementing the components of Islamic education based on Al-Ghazali’s philosophy, students are expected to become individuals who are faithful, knowledgeable, and possess noble moral.
Islamic Education and Prophetic Social Transformation: Reconstructing Kuntowijoyo’s Thought in the Context of Twenty-First-Century Society Yulis Sutiani; Mastora; Chusnul Chotimah; Ahsan Hakim
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/96qwye36

Abstract

The social transformation of the 21st century marked by globalisation, digitalisation, artificial intelligence disruption, and deepening moral crisis demands a fundamental reconstruction of Islamic educational paradigms. Despite the growing body of research on Islamic education, the integration of Prophetic Social Science (Ilmu Sosial Profetik) as a philosophical foundation for Islamic educational transformation remains underexplored. This study aims to analyse and reconstruct Kuntowijoyo’s thought on Prophetic Social Science as a philosophical basis for developing Islamic education oriented towards social transformation in contemporary society. Employing a qualitative library research design with conceptual analysis and critical hermeneutics as its analytical framework, this study systematically examines primary sources from Kuntowijoyo’s major works alongside peer-reviewed international literature. The findings reveal that the three pillars of humanisation, liberation, and transcendence constitute a coherent and operationalisable framework for Islamic educational transformation. Humanisation strengthens human dignity and social consciousness against dehumanisation; liberation builds critical awareness towards structural injustice; and transcendence provides ethical and spiritual grounding in navigating the dynamics of digital society. The novelty of this study lies in the development of the Transformative Prophetic Islamic Education (TPIE) model  a conceptual framework that systematically integrates these three dimensions into a unified paradigm for individual formation, social transformation, and 21st-century civilisational development. Unlike existing approaches that treat these dimensions separately, the TPIE model offers a comprehensive synthesis that bridges normative Islamic values with emancipatory social praxis. Theoretically, this study expands the discourse of Islamic educational philosophy by integrating the Prophetic Social Science paradigm with critical pedagogy, transformative learning theory, and social transformation theory. Practically, it provides an actionable conceptual framework for developing Islamic educational policies, curricula, and pedagogical practices that are more humanistic, emancipatory, and oriented towards sustainable civilisational development.
The Historical Dynamics of Islamic Civilization in the Formation of Political Institutions, Power, and the Development of the Islamic World Civilization Ahsan Hakim; Heri Rifhan Halili; Febry Suprapto; Babussalam
Al-Hikmah: International Journal of Islamic Studies Vol. 1 No. 2 (2025): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/13gr2x45

Abstract

This study aims to analyze the historical dynamics of Islamic civilization in the formation of political institutions, the construction of power, and the development of the broader Islamic world. It is motivated by the academic need to understand Islamic politics not merely as a normative system or as a debate over state forms, but as a historical process that continuously changed in response to the social, cultural, economic, and geopolitical contexts of Muslim societies. This research employs a qualitative approach through library research. The data were obtained from primary and secondary sources related to Islamic civilization, Islamic political thought, the caliphate, imamate, sultanate, political legitimacy, bureaucracy, and the role of political institutions in advancing Islamic knowledge and culture. The data were analyzed using a historical-conceptual approach involving data condensation, thematic categorization, interpretation, and conceptual synthesis. The findings show that Islamic political institutions developed through four major patterns: normative-prophetic, institutional-administrative, dynastic-territorial, and civilizational-pluralistic. These patterns demonstrate that power in Islamic history was not based solely on religious legitimacy, but also on the ability to build political stability, administrative structures, legal systems, economic networks, military organization, and socio-intellectual relations. The study concludes that Islamic civilization was formed through a dialectical relationship between values, institutions, power, and civilizational production. Its main contribution lies in proposing a historical-institutional framework for understanding Islamic political history in a more critical, integrative, and contextual way.
Co-Authors A Ansorullah Abdul Wafi Achmad Izzul Hisyam Achmad Musthofa Ade Junaidi Rahmat Ahmad Mujahidin Ahmad Mustofa Ahmad Syaifullah Aimatul Khoiriyah Alfi Noer Diana Hafidah Allifatur Rohma Amaliatul Fitriyah Annisa Maryan Nurrohmah Aprima Arifuddin Jalil Babussalam Badrul qomar Beni Zakaria Fitriyanto Benny Prasetiya Choirul Makrom Chusnul Chotimah Darul Ihsan Daud Ridwan dipuro, rahmat Dwy Anggara Edo Ferdian Edy Purwanto Eka Sri Ruminingsih Emelia Eny Ratna Purwanti Fahim Abu Ramadhan Fauzi Nurjaman Febry Suprapto Frendy Sasongko Guntur Febri Tinanto Hakiki, Darul Qutni Halili, Heri Rifhan Hamdan Saleh Hasnun Umar Hera Hapsari Kusuma Ibnu Abbas Joddy Hardiansyah Kamaruddin, Ilham Khamam Khosiin Khoiriyah Khoiriyyah Khoiriyyah Khozin Khozin Kiki Fatmawati M Arfan Muammar M Jadid Khadavi Maimunah Malik Ashari Masnua’atul Khoiriyah Mastora Mastora Mastora Maulid Agustin Miasari MIFTAHUL JANNAH Mohammad Nahrawi Mohammad Saiful Rifai Muhammad Ghufron Muhammad Irfandi Cahyo Utomo Musleh Mustakim Noreng NURUL HAYATI Pusparini Putri Desi Natalia Rahmat Dipuro Rahmat Hidayatullah Rahmat Hidayatullah Rahmatul Husniah Rani Selfiana Safitrianingsih Samsiyah Nuril Hidayah Saukani Nur Akbar Septiadi Sifa’ul Af’idah Siti Asisah Siti Nurhayati Siti Qomariatul Munawaroh Sriyanto suhaeni Sumiyati Syamsul Arifin Syayidah Afrohah Vivit Vidayanti Wahyudi Mutalib Yahya Husein Al-Azhari Yanti Yuniarti Ummuzahra Yasril Gunawan Yolanda Dwintarisma Andrini Yulis Sutiani Yus Mochamad Cholily