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All Journal Al Ishlah Jurnal Pendidikan
Aswan Aswan
Institut Agama Islam Daar Al Uluum Asahan
Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating Moral Education in Islamic Boarding Schools Through the Washoya Book: A Qualitative Study Sutrisno Sutrisno; Saiful Ahyar; Suhardi Suhardi; Aswan Aswan; Ibnu Alwi Jarkasih
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7645

Abstract

Moral education holds a central role in shaping students' character, particularly within Islamic boarding schools (pesantren). This study explores the integration of moral values through the Washoya Book, a classical Islamic text aimed at guiding students toward ethical behavior in accordance with Islamic teachings. Employing a qualitative descriptive approach, data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis. The study was conducted at a traditional Islamic boarding school in Indonesia. The moral education design was structured around ten selected chapters of the Washoya Book, delivered using traditional Islamic teaching methods—bandongan (lecture-based reading), sorogan (individual reading and explanation), and discussion. The implementation involved structured learning sessions divided into preliminary, core, and closing activities. The findings indicate significant improvements in students’ moral conduct across three domains: (1) moral behavior toward Allah SWT, (2) interpersonal ethics involving teachers and peers, and (3) environmental awareness and responsibility. Learning based on the Washoya Book contributes to the development of students’ moral character, enhancing their devotion, discipline, and respect for others and the environment. The study highlights the relevance of classical Islamic texts in contemporary moral education and suggests the importance of methodical integration within pesantren curricula.
Rediscovering the Hiwar Method: Revitalizing An-Nahlawi’s Dialogue Approach in Contemporary Islamic Education Aswan Aswan; Abd. Mukti; Asnil Aida Ritonga
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6366

Abstract

This study examines the contemporary relevance of the Hiwar method, developed by Imam Abdurrahman An-Nahlawi, within the context of Islamic education. Rooted in classical Islamic traditions, the method prioritizes dialogue as a central teaching approach, aligning with Qur’anic and Prophetic principles of wisdom and effective communication. It offers a pedagogical alternative to Western-oriented approaches, emphasizing critical thinking, deep understanding, and character development. Using a mixed-methods framework, this study incorporates qualitative analysis of Islamic educational principles alongside empirical classroom evaluations. The research explores the applicability of the Hiwar method in addressing the challenges posed by globalization and the digital age. The study finds that the Hiwar method enhances active participation and critical inquiry, fosters meaningful and engaging learning experiences, improves communication skills, and promotes empathy, tolerance, and cooperation among students. These outcomes suggest that the method is dynamic and effective for addressing declining student motivation and the superficial grasp of religious values in contemporary education. The findings highlight the potential of the Hiwar method to revitalize classical Islamic educational practices while addressing the needs of today’s learners. Its integration into modern curricula offers a strategic means of bridging educational gaps created by rapid technological and cultural shifts. The Hiwar method serves as a valuable pedagogical strategy, combining tradition with innovation to address contemporary educational challenges. Further research should explore its broader applications and effectiveness across diverse educational settings.
Co-Authors Abd. Mukti Asnil Aida Ritonga Ibnu Alwi Jarkasih Saiful Ahyar Suhardi Suhardi Sutrisno Sutrisno