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Thawalib: Jurnal Kependidikan Islam
Published by STAI Publisistik Thawalib Jakarta
ISSN : 28074289     EISSN : 2807386X     DOI : 10.54150
Core Subject : Education,
Education
Thawalib: Jurnal Kependidikan Islam, P-ISSN 2807-4289, E-ISSN 2807-386X, published by STAI Publisistik Thawalib Jakarta is an open-access international journal published twice a year (April-October). Thawalib: Jurnal Kependidikan Islam invites students, lecturers, academics, and researchers to contribute the results of research and studies in the field of education, education management, education administration, management of education and other educational activities such as educational leadership, educational supervision, class management, curriculum management, management teachers, administration, financial administration, and so on that occur in the school environment, the education office or other related educational institutions.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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The Influence of Islamic Value-Based Character Education on the Formation of Students’ Morals Murtadlo, Sururul; Arifin, A Zaenal; Situmeang, Muhamad Sukri
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 2 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i2.595

Abstract

Character education for early childhood is crucial for instilling moral, religious, and social values through habituation, exemplary behavior, play, and cultural integration to develop a positive personality from an early age. This study aims to assess the effectiveness of the IRCE model in systematically instilling Islamic values to shape morally upright and socially responsive young children. The research employed a quantitative correlational design, including validity and reliability tests and t-tests conducted using SmartPLS. The results indicate that the t-statistic for the IRCE–SM relationship is 24.406 with p = 0.000, far exceeding the critical t-value of 1.96, indicating a significant relationship. The very small p-value further confirms that this effect is not due to chance, demonstrating that changes in IRCE genuinely impact SM. In early childhood education, structured learning based on the teachings of the Qur’an and Hadith has been shown to foster positive attitudes. Children exhibit enthusiasm for learning, emulate Hadith teachings, adhere to rules, and demonstrate honesty, politeness, and empathy. They avoid negative behaviors, show discipline, and are helpful, resulting in the strong development of Islamic character. Conclusion: The IRCE model significantly influences character development in children, enhancing learning motivation, religious attitudes, empathy, discipline, and positive behavior through the teaching of Qur’anic and Hadith values.
Management Model of Inclusive Education in Indonesia: A Comprehensive Review of Islamic Education Perspectives Fahrurrosi, Lingga; Marzuki, Nurmila Binti; Husni, Muhmmad; Kamilia, Zahrotal
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 2 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i2.752

Abstract

Inclusive education in Indonesia has gained increasing attention, yet the integration of Islamic education principles into its management remains underexplored. Despite strong legal foundations, including Law Number 20 of 2003 on the National Education System and Law Number 8 of 2016 on Persons with Disabilities, the practical implementation of inclusive education faces significant challenges. The research gap lies in the limited understanding of how Islamic ethical and educational values can be incorporated to enhance equity, accessibility, and quality in inclusive education. This study aims to analyze inclusive education management models in Indonesia from an Islamic education perspective and to provide insights for more holistic implementation. The methodology employs qualitative content analysis through in-depth library research, comprising two phases: decontextualization, in which primary and secondary sources are collected and coded, and recontextualization, in which codes are grouped into subthemes and broader categories. Findings indicate strong normative alignment between inclusive education policies and Islamic teachings, which emphasize equality, non-discrimination, and the philosophical obligation to educate. However, gaps persist due to limited awareness and understanding among educators and communities. The study highlights the need for curriculum and learning practices that are accommodating and value-driven, offering implications for policymakers, practitioners, and educational institutions in developing sustainable, equitable, and ethically grounded inclusive education.

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