Garuda - Garba Rujukan Digital

Kolaborasi Guru PAI dan Orang Tua dalam Membina Sikap Spiritual Siswa di Era Modern Isrofuzain, Isrofuzain; Subando, Joko
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.v6i1.8459

The growing challenges of globalization and technological development in the modern era require students to possess strong spiritual attitudes in facing the dynamics of everyday life, making synergistic education between school and family increasingly important. This study aimed to explore the role of collaboration between Islamic Religious Education (PAI) teachers and parents in fostering students’ spiritual attitudes in the modern era. A qualitative approach was employed, with data collected through in-depth interviews and observations of interactions among teachers, parents, and students in the context of spiritual development. The findings show that effective collaboration between teachers and parents can enhance students’ spiritual awareness by strengthening religious values consistently across school and home environments, through intensive communication, role modeling, and continuous guidance. The study concludes that structured and sustainable cooperation between PAI teachers and parents has a significant impact on the formation of students’ spiritual character. Practically, these findings offer insights for educators and parents to optimize their respective roles in designing more integrated spiritual education strategies that are relevant to the demands of the modern era.

The Role of Islamic Religious Education Teachers and Parents in Cultivating Students' Spirituality in The Modern Era Isrofuzain, Isrofuzain; Fatimah, Meti
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40512

This study aims to analyse the roles of Islamic Religious Education (PAI) teachers and parents in fostering students' spiritual attitudes at MI Miftahul Huda Bonangrejo, Bonang, Demak, in the digital era. The background of this research stems from the phenomenon of declining religious interest among students and the significant influence of technology and globalisation on the religious behaviour of elementary school-aged children. Employing a qualitative approach with a case study design, this study involved 12 participants, consisting of the school principal, two PAI teachers, and nine parents. Data were collected through in-depth interviews, participant observation, and documentation, and then analysed using the Miles and Huberman interactive model. The results indicate that PAI teachers play strategic roles as educators of religious values, spiritual guides, moral role models, drivers of the school’s religious culture, and mentors of Islamic-based digital literacy. Meanwhile, parents serve as primary educators through exemplary worship practices, habituation of religious activities, warm religious communication, supervision of technology use, and the creation of a religious family atmosphere. The synergy between PAI teachers and parents has been shown to strengthen students’ religious discipline, social morality, and spiritual awareness. This study concludes that collaboration between schools and families is a crucial foundation for developing students’ spirituality amidst the challenges of the digital era. However, this study is limited to a single educational institution within a specific geographic context, so the findings reflect the characteristics of MI Miftahul Huda Bonangrejo, Demak, and may not fully represent other schools with different social and cultural settings.

Urgensi Pendidikan Tauhid sebagai Dasar Pembentukan Karakter Anak Firdiana, Linda; Isrofuzain, Isrofuzain; Anshory, M. Isa
TSAQOFAH Vol 5 No 4 (2025): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i4.6751

Tauhid education is the fundamental foundation in Islam that must be instilled from an early age as a life guideline and as a form of belief that only Allah is worthy of worship and that Prophet Muhammad is His messenger. This study aims to examine the concept of aqidah tauhid, methods for internalizing tauhid values in children, guidance from the Qur’an and Hadith regarding its application, and the urgency of aqidah tauhid as the core of Islamic education. The research employed a library study method by collecting, analyzing, and synthesizing various references from scholarly journals, publications, and books relevant to the topic. The findings indicate that tauhid education not only strengthens faith but also forms the moral and spiritual foundation of children, enabling them to live as obedient servants of Allah and as individuals who contribute positively to society. The internalization of tauhid values can be carried out through exemplary behavior, habituation, advice, and emotional approaches aligned with the child’s developmental stage. Tauhid-based education grounded in the Qur’an and Hadith serves as the main pillar in shaping children into pious and morally upright individuals. These findings offer valuable insights for educators and parents in optimizing the systematic and holistic inculcation of tauhid values in children's education.

Kontribusi Ki Hajar Dewantara dalam Membangun Pendidikan Nasional Indonesia Firdiana, Linda; Muchasin, Fiki Vendi; Isrofuzain, Isrofuzain; Khoir, Mulyanto Abdullah
TSAQOFAH Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i5.6756

This study is grounded in the significance of Ki Hajar Dewantara’s role in formulating the philosophical foundations of Indonesian education, despite the limited depth of academic exploration into the contribution and contemporary relevance of his thought. The objective of this research is to examine Ki Hajar Dewantara’s educational philosophy, particularly the principles Ing Ngarsa Sung Tulada, Ing Madya Mangun Karsa, and Tut Wuri Handayani, and to analyze their influence on the development of the national education system. Utilizing a qualitative approach, the study employs content analysis and cross-validation of primary and secondary sources, including historical documents, biographical records, and expert interpretations. The findings reveal that Ki Hajar Dewantara’s philosophy serves as a foundational pillar in the formation of character education, participatory leadership, and holistic student development. The establishment of Taman Siswa is a concrete manifestation of these ideas, significantly contributing to expanding educational access, preserving national culture, and fostering national consciousness during the colonial and post-independence periods. Nevertheless, the application of his philosophy in the modern era faces challenges in contextualizing its values within the dynamic landscape of contemporary educational policy and systems. The study concludes that Ki Hajar Dewantara’s educational thought remains highly relevant in addressing current educational challenges, particularly in promoting student-centered learning grounded in cultural values. Its implications include a theoretical contribution to the discourse on national educational philosophy and practical recommendations for educators and policymakers to align educational practices with foundational national values.

Konsep Kebahagiaan menurut Islamic Worldview dan menurut Orang yang Berpandangan bahwa Kehidupan Hanyalah di Dunia Masithoh, Fisa Bela; Hudallah, Hudallah; Isrofuzain, Isrofuzain; Sumiran, Sumiran
TSAQOFAH Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i5.7022

Worldview is generally understood as a philosophy or life principle held by individuals, nations, cultures, or civilizations. When related to culture, the meaning of worldview adjusts to the characteristics of that culture, ultimately shaping one’s perception of existence and reality. Dominant factors in the formation of a worldview may stem from philosophy, religion, belief systems, or specific social value structures. Differences in these factors generate a spectrum of perspectives, ranging from those focused solely on worldly aspects to those encompassing metaphysical dimensions. As a framework, worldview comprises fundamental aspects that serve as benchmarks for interpreting life. In this regard, Syed Muhammad Naquib al-Attas identifies nine core components of the Islamic worldview: God, revelation (al-Qur’an), creation (the universe), the human soul, knowledge, religion, freedom, values and virtues, and happiness. Islam as a worldview offers a complete, eternal, and transcendent value system that, when adopted as a life guide, directs individuals toward true happiness in both this world and the hereafter. This paper aims to examine how Islam as a worldview shapes human attitudes and life orientations. The study employs a qualitative method with a literature review approach based on various relevant sources. The findings indicate that the Islamic worldview can serve as a comprehensive life framework for navigating the complexities of modern life.

Peran Filsafat Islam pada Lembaga Pendidikan Islam Madrasah Ibtidaiyah Miftahul Huda Bonangrejo: Studi Analisis Ontologi, Epistemologi, dan Aksiologi Tahun 2025 Mujiburrohman, Mujiburrohman; Isrofuzain, Isrofuzain
TSAQOFAH Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i5.7064

This research aims to analyze the role of Islamic educational philosophy in shaping the learning system and practices at MI Miftahul Huda Bonangrejo through ontological, epistemological, and axiological approaches. The main focus is on how understandings of the nature of reality (ontology), the sources and processes of knowledge (epistemology), and values and life purposes (axiology) are internalized within the madrasah’s curriculum, teaching strategies, and institutional culture. The study employs a qualitative method, with data collected through in-depth interviews with the head of the madrasah and teachers, participatory classroom observations, and curriculum document analysis. The findings reveal that the ontological dimension is reflected in the recognition of God, human beings, and nature as interconnected creations within the learning system. The epistemological aspect is evident in the integration of revelation and reason as sources of knowledge, embedded in instructional content and dialogical, reflective teaching methods. Meanwhile, the axiological aspect is implemented through values such as honesty, responsibility, and spirituality, which are cultivated in students’ daily lives. The study concludes that the philosophical foundations of Islam are not only relevant but also applicable in shaping the character and intellectual development of students in Islamic primary education. The implications highlight the importance of strengthening philosophical dimensions in curriculum development and educational culture within madrasahs.

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