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Ahmad Husin
Universitas Bakti Indonesia Banyuwangi, Indonesia
Education Other

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Transformasi Pendidikan Islam dalam Konteks Globalisasi dan Modernisasi: Sebuah Analisis Filsafat Arif Wafa Al Faris; Zahrotul Mila; Siti Khumairoh; Ahmad Husin
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.344

Abstract

This study examines the transformation of Islamic education in the context of globalization and modernization from the perspective of Islamic educational philosophy. Employing a qualitative research design, this study adopts a library-based research method. Data are analyzed using a descriptive–critical approach through content analysis to explore the interrelationship between Islamic values and the demands for educational transformation in the global era. The findings reveal that the transformation of Islamic education must be grounded in a robust philosophical framework encompassing ontological, epistemological, and axiological dimensions. Furthermore, the transformation process necessitates a paradigm shift from traditional educational models toward interdisciplinary knowledge integration, the development of adaptive and responsive curricula, and the ethical and responsible adoption of educational technologies. Consequently, Islamic education is expected to cultivate Muslim individuals who are spiritually grounded, intellectually competent, morally upright, and capable of engaging effectively in a globalized world.
Peranan Guru dalam Menerapkan Nilai-Nilai Filsafat Pendidikan Islam di Sekolah : Studi Kasus di MI Al Anshoriyah Kecamatan Srono Ali Makrus; Khairul Anam; M. Lukman Hakim; Ahmad Husin
Jurnal Wahana Literasi Pendidikan Vol 1 No 2 (2026): Maret
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i2.365

Abstract

This study aims to analyze the strategic role of teachers in internalizing the philosophical values of Islamic education through the learning process of Islamic Religious Education (PAI) in the classroom. The research focus is directed at how Islamic values are systematically instilled in students at MI Al Anshoriyah, Srono District. This study employs a qualitative approach with a case study method. Data were collected through participatory classroom observations during teaching and learning activities, in-depth interviews with PAI teachers, and documentation of instructional tools (Lesson Plans/RPP). The data analysis technique followed an interactive model consisting of data reduction, data display, and conclusion drawing. The results indicate that PAI teachers at MI Al Anshoriyah perform the roles of mu'allim, muaddib, and murabbi by instilling three primary philosophical values: 1) I'tiqadiyah (faith-based) values through the strengthening of aqidah; 2) Khuluqiyah (ethical) values through the integration of adab in classroom discussions; and 3) Amaliyah (practical) values through direct worship practices during lessons. The internalization process is supported by dialogical methods and exemplary behavior (uswah hasanah), despite challenges such as the heterogeneous religious backgrounds of students at home. This study concludes that the active role of PAI teachers in contextualizing Islamic philosophical values in the classroom is a key factor in shaping students' religious character from an early age.
Co-Authors Ali Makrus Arif Wafa Al Faris Khairul Anam M. Lukman Hakim Siti Khumairoh Zahrotul Mila