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All Journal Progresiva : Jurnal Pemikiran dan Pendidikan Islam Fahima: Jurnal Pendidikan dan Kajian Keislaman Mangabdi: Journal of Community Engagement in Religion, Social, and Humanities
Imroatul Istiqomah
Universitas Darussalam Gontor, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Applying Hamka’s Psychopspiritual Therapy Among University’s Students: Case of Universitas Darussalam Gontor M. Shohibul Mujtaba; Imroatul Istiqomah; Fitri Setyo Rini
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 14 No. 01 (2025): January-June
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v14i01.37453

Abstract

This study addresses the need to evaluate the effectiveness of Hamka’s psychospiritual therapy model in determining the steps, content, methods, strategies, and media applied in its use. For the counseling body at Universitas Darussalam Gontor (UNIDA), assessing this model’s effectiveness serves as a benchmark for the therapy practices already in place. Hamka’s psychospiritual therapy is highly relevant as it offers a therapy approach grounded in Islamic values, holistically integrating psychological and spiritual dimensions in addressing mental health issues. This is a distinct advantage, merging the intellectual legacy of the pesantren tradition with principles of both Islamic and modern psychology. The research aims to measure the effectiveness of Hamka’s therapy model, developed in previous studies, in tackling psychological and mental health issues at UNIDA Gontor, an Islamic boarding school university in East Java with a 24-hour on-campus student program. Employing a quasi-experimental method with an untreated control group design with dependent pre-test and post-test samples, the study divides subjects into control and experimental groups. Results indicate that the therapy model significantly enhances students' psychological well-being, suggesting that Hamka’s model is an effective and holistic approach for mental health issues in Islamic educational settings. The findings underscore its positive impact on counseling practices at UNIDA, supporting its potential broader application in similar environments.
Pendidikan Berbasis Iman Perspektif Yusuf Al-Qaradawy dan Implikasinya bagi Pendidikan Anak dalam Keluarga Imroatul Istiqomah; Roichan Hibatullah
Fahima Vol 5 No 2 (2026): Fahima
Publisher : Program Pascasarjana UNU Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54622/fahima.v5i2.736

Abstract

The crisis of faith and morality among children is one of the consequences of the weakening role of family education as the first and primary educational institution. Moreover, the failure of family education directly contributes to the failure of education as a whole, since the family constitutes the foundation for the formation of Muslim personality. This article aims to critically examine the concept of faith-based education in Yusuf al-Qaradawi’s thought and its implications for children’s education within the family. This study employs a qualitative approach using library research, analyzing al-Qaradawi’s major works related to faith, education, and the formation of Muslim personality. The data are analyzed through content analysis with a descriptive-analytical approach. The findings indicate that, according to Yusuf al-Qaradawi, faith-based education positions faith as the fundamental foundation of education, integrally connected with worship and moral conduct. Faith education is not understood merely in doctrinal terms, but as a comprehensive and continuous process of personality development. The implications of this concept for family education emphasize the role of parents as the primary agents in instilling monotheism (tawḥīd), cultivating religious practices, and internalizing moral values in children’s daily lives. This study reinforces the position of family education as a strategic arena for the actualization of faith-based Islamic education in addressing the challenges of children’s education in the contemporary era.
Revitalizing Qur'anic Learning Centers through the Integration of Islamic History: A Community Engagement Approach to Strengthening Children's Islamic Character Imroatul Istiqomah; Tri Yuliana Wijayanti; Mohamad Syafiq Musyafa; Adha Eka Rahmadhani; Ahmad Iqbal Syauqi; Hizbullah Rasyid
Mangabdi: Journal of Community Engagement in Religion, Social, and Humanities Vol. 3 No. 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/mangabdi.v3i1.17060

Abstract

Daaru Thulab Qur'anic Learning Center (TPA), located at Ar-Rahmah Mosque, has traditionally focused its instruction on Qur'anic literacy, Islamic ritual practices (ibadah amaliyah), and the memorization of daily prayers. However, Islamic history has not been systematically incorporated into the curriculum, despite its significant potential to foster the internalization of Islamic values and strengthen students' character development. This community engagement program aimed to revitalize learning at the Qur'anic Learning Center through the integration of Islamic history into instructional activities to strengthen the Islamic character of students by promoting exemplary values derived from the life of Prophet Muhammad SAW., his Companions, and prominent Muslim scholars. The program employed three main strategies: the development of an Islamic history teaching module, professional training for Qur'anic Learning Center teachers, and the direct implementation of learning activities by student volunteers from the University of Darussalam (UNIDA) Gontor during the Community Service Program (Kuliah Kerja Nyata, KKN). The findings indicate that students developed a deeper understanding of influential figures in Islamic history, while teachers demonstrated greater confidence in delivering lessons using more engaging themes and instructional approaches. The proportion of students achieving the minimum learning mastery increased substantially from 39.3% before the intervention to 78.6% after its implementation. These findings suggest that integrating Islamic history into non-formal Islamic education not only enhances students' cognitive understanding of Islamic civilization but also contributes significantly to strengthening their Islamic character.
Co-Authors Adha Eka Rahmadhani Ahmad Iqbal Syauqi Fitri Setyo Rini Hizbullah Rasyid M. Shohibul Mujtaba Mohamad Syafiq Musyafa Roichan Hibatullah Tri Yuliana Wijayanti, Tri Yuliana