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Al-lubab : Jurnal Penelitian Pendidikan Dan Keagamaan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo
ISSN : 25021850     EISSN : 27768236     DOI : -
Core Subject : Religion, Education,
Religion Education Other
Journal Al-Lubab (P-ISSN : 2502-1850, E-ISSN : 2776-8236) : is a Research Journal of Islamic Education and Religion which is a forum for information in the form of research results, literature studies, ideas, application of theories and critical analysis studies in the field of Islamic education and religious scholarship. The al-lubab journal is published twice a year, intended to be a discourse, reference, information and solution to the problems that are currently developing. Al-Lubab can be interpreted as substance (if associated with form) or content and essence (if associated with fruit). In addition to encapsulating the meaning of "the best choice of all," this word is also used to describe a bright mind, a clear mind, and a calm heart. For those who want to participate in writing the Al-Lubab Journal, please send your article to e-mail: journal.allubab1912@gmail.com.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 156 Documents
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The Role of Teachers According to Ibn Jama'ah in the Book Tadhkirat al-Sami' wa'l-Mutakallim Anwar, Saiful; Mustofa, Idam; Zarkasyi, Azmi
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5952

Abstract

The book Tadhkirat al-Sami‘ wa’l-Mutakallim by Ibn Jama‘ah is a seminal work in the Islamic educational tradition, addressing the ethics and roles of teachers in the teaching process. This study aims to analyze the role of teachers as envisioned by Ibn Jama‘ah, focusing on the concepts of teachers as leaders of knowledge, ethical educators, and moral guides, while exploring its relevance to contemporary education. This research employs a library research method with a descriptive-analytical approach. The primary source is the book Tadhkirat al-Sami‘ wa’l-Mutakallim, complemented by secondary literature from books and academic journals. The analysis integrates classical and modern educational theories. The findings reveal that Ibn Jama‘ah regards teachers as central figures with significant responsibilities, not only in transferring knowledge but also in shaping students’ character through moral and spiritual example. These concepts, such as the importance of teachers' ethics and harmonious teacher-student relationships, remain relevant for character education in the modern era. The research implies the necessity of integrating moral and spiritual values into contemporary education to address global challenges such as ethical crises and dehumanization in educational systems. However, the study's focus on classical literature highlights the need for further empirical exploration to test its implementation in modern educational contexts. This study contributes to the literature on Islamic education by providing an in-depth analysis of Ibn Jama‘ah's concepts, which are rarely systematically addressed in contemporary research. The findings offer original insights bridging the tradition of classical Islamic education and the challenges of modern education.
The Concept of Humanity in the Study of Islamic and Western Educational Philosophy Sumarno, Sumarno; Musfiratul, Indah; Syaifulloh, Imam
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5953

Abstract

This study focuses on the concept of humanity in Islamic and Western educational philosophy, which plays a pivotal role in shaping educational systems and character development. In Islamic education, humans are viewed as beings endowed with fitrah—an innate disposition to recognize God and fulfill their purpose as stewards on earth, striving towards insan kamil (the perfect human). Conversely, Western educational philosophy emphasizes rationality and individual freedom. This research aims to identify the similarities and differences between the two perspectives and explore the potential integration of their values to create a holistic educational system. This study employs a qualitative approach through a literature review (library research). Data were gathered through critical analysis of primary and secondary sources, including works by figures such as Al-Ghazali, Ibn Sina, Kant, and Dewey. A comparative approach was utilized to analyze the characteristics of each educational philosophy. The study reveals that Islamic and Western educational philosophies have differing paradigms but complement each other. Islamic education emphasizes the integration of spiritual, intellectual, and moral aspects through the concepts of fitrah and tawhid. On the other hand, Western education prioritizes individual freedom and the development of rationality. Despite fundamental differences, the two approaches can be integrated to form a more holistic educational system encompassing spiritual, moral, and rational values. This research contributes to the development of cross-cultural and interfaith educational theories. However, it is limited to a literature-based study without empirical validation. Further research with an empirical approach is necessary to test the implementation of Islamic and Western value integration in educational systems. This study offers a novel perspective on the potential integration of spiritual and rational values in building a holistic educational system, which is essential in addressing global educational challenges that require multidimensional approaches to character development.
The Problematics of Paulo Freire's Concept of Humanist Education from an Islamic Perspective Nurhasanah, Muwahidah; Idharudin, Abdul Jabar; Darmanto, Darmanto; Alfin, Khusna Zanuba
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5954

Abstract

Paulo Freire's humanist education emphasizes critical consciousness and the liberation of humanity from oppression. However, this approach is often criticized for being insufficiently comprehensive, as it overlooks the spiritual dimensions and the concept of adab (ethics), which are central to Islamic education. This study aims to analyze the problems within Freire's humanist education concept from an Islamic perspective, focusing on conflicts in the value of freedom, neglect of spirituality, the teacher's role in dialogue, and the ultimate goals of education. This research employs a library research methodology with a qualitative descriptive approach. Data were analyzed through a critical review of relevant primary and secondary literature, including Freire’s works, Islamic educational thought, and previous studies. The findings reveal fundamental shortcomings in Freire’s educational approach from the Islamic perspective, such as a secular view of freedom, neglect of spirituality, and a lack of emphasis on adab and tawhid (monotheism). However, integrating Freire’s concept with Islamic values shows potential for creating a holistic educational paradigm. This integration harmonizes critical awareness with moral and spiritual responsibility, providing solutions to global educational challenges. Research implications/limitations: This study offers new insights into the possible integration of Freire’s and Islamic education concepts, though it is limited to theoretical exploration without empirical testing. Further studies are needed to examine its application in formal and informal educational settings. This research provides a novel perspective by combining two contrasting educational approaches: progressive humanism and value-based Islamic education. The findings are relevant for developing curricula responsive to contemporary social and spiritual challenges.
The Concept of Inclusive Education in the Islamic Perspective Yusron, Moh Alwi; Rochmat, Cecep Sobar; Dewi , Mutiara
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5959

Abstract

Inclusive education is an educational approach aimed at providing equitable access to all individuals regardless of differences in background, abilities, or specific conditions. In Islam, the concept of inclusivity is deeply rooted in values of justice, compassion, respect for diversity, and social responsibility. This study aims to explore the concept of inclusive education in Islam by examining its foundational values, philosophical underpinnings, and applications in the modern context. This research employs a library research methodology, analyzing primary sources such as the Qur’an, Hadith, and classical and contemporary Islamic scholarly works, as well as secondary sources from recent academic literature. Data are analyzed qualitatively using a descriptive-analytical approach to identify the principles of inclusive education in Islam. The findings indicate that Islam comprehensively supports inclusive education through universal values that are adaptable to changing times. Principles such as social justice, compassion (rahmah), and respect for diversity position Islam as a faith that promotes inclusivity. This study also compares Islamic perspectives with modern educational theories, highlighting the relevance of Islamic values in addressing the challenges of inclusive education in the globalized era. The implications of this study include the necessity of integrating Islamic values into modern education systems to create more equitable and harmonious learning environments. However, the study's limitation lies in the lack of empirical examination to assess the effectiveness of applying these values in practical educational settings. This research contributes original insights by providing philosophical and practical perspectives from Islam to support inclusive education, thereby enriching the global discourse on education for all.
An Analysis of Educational Values in Surah An-Nisa: A Thematic Approach Through the Lens of Tafsir Ibn Kathir Sumarno, Sumarno; Fitriyah, Alfina Wildatul; Izza, Rifda
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6165

Abstract

This study investigates the educational values embedded in Surah An-Nisa using a thematic approach (maudhū‘ī) and refers primarily to Tafsir Ibn Kathir as a classical exegetical source. The background of this research lies in the urgent need to reintegrate Qur’anic values into the contemporary education system, particularly in light of growing moral crises and the erosion of ethical standards among students. The study aims to explore how Surah An-Nisa, as a chapter rich in legal and social injunctions, contributes to the Islamic educational framework through the lens of classical interpretation. This research employs a qualitative method with a library research approach, where data is collected from primary sources such as the Qur’an and Tafsir Ibn Kathir, alongside secondary sources including books, scholarly articles, and other relevant references on Islamic education. The analysis is conducted thematically by identifying verses that contain educational implications and interpreting them based on the exegetical insights of Ibn Kathir. The findings reveal that Surah An-Nisa offers a wide range of educational values such as justice, gender equity, family integrity, social responsibility, protection of vulnerable groups, and obedience to divine law. These values, as elaborated in Tafsir Ibn Kathir, serve not only as religious commandments but also as moral and social principles that can shape individual behavior and communal harmony. The study concludes that these values are highly relevant for contemporary educational practices and should be integrated into modern Islamic curricula to nurture holistic and ethical learners.
Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum Redho Syam, Aldo; Alwi Yusron, Moh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6170

Abstract

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.
The Concept of Spiritual Education in the Thought of Said Nursi Asrori, Asrori; Huwaida, Jaziela
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6171

Abstract

Modern education today faces a crisis of values due to the dominance of secular and materialistic paradigms, which neglect the spiritual dimension of learners. In this context, the thoughts of Bediuzzaman Said Nursi offer a valuable conceptual alternative through a spiritual education framework that integrates religious sciences with modern knowledge. This study aims to explore in depth the concept of spiritual education in Said Nursi’s thought and its relevance to the development of contemporary Islamic educational curricula. The research employs a qualitative method with a library research approach, critically analyzing Nursi’s primary works—particularly the Risale-i Nur—as well as relevant secondary academic literature. The results of the study indicate that spiritual education according to Nursi is a process of shaping faith, character, and divine consciousness involving the intellect, heart, and soul. He proposes a holistic model of education that integrates medrese (religious schools), mektep (modern secular schools), and tekke (Sufi institutions), emphasizing key spiritual values such as acz (powerlessness), faqr (poverty), shafqat (compassion), and tafakkur (contemplation). This concept contributes significantly to the development of an Islamic curriculum that balances spiritual and intellectual aspects. The findings affirm that Said Nursi's thought is highly relevant to addressing contemporary educational challenges and can serve as a foundation for reconstructing a tawhid-based Islamic education curriculum grounded in spiritual values.
Integration of Knowledge and Religion in the Perspective of Islamic Education: A Comparative Study of the Thoughts of Al-Attas and Fazlur Rahman Hasanah, Muwahidah Nur; Idharudin, Abdul Jabar; Bermi, Wibawati
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6183

Abstract

Contemporary Islamic education is facing a serious challenge in the form of a dichotomy between religious and secular sciences, which has led to an epistemological crisis and moral decline in the learning process. The integration of knowledge and religion has become an urgent agenda in order to develop an educational system that is not only rational and scientific but also spiritual and ethical. This study aims to critically analyze and compare the ideas of integration of knowledge and religion in the thoughts of two major Muslim scholars: Syed Muhammad Naquib al-Attas and Fazlur Rahman, and to assess their relevance to the development of Islamic education in Indonesia. This research uses a qualitative approach through library research, focusing on primary and secondary works by both scholars, as well as supporting literature in Islamic education, Islamic epistemology, and integrated knowledge. The data were analyzed using descriptive-comparative methods to reveal the similarities, differences, and educational implications of their ideas. The findings show that Al-Attas emphasizes the Islamization of knowledge and the cultivation of adab (ethics) as the foundation of integration, using a metaphysical and normative approach. In contrast, Fazlur Rahman promotes a hermeneutical-contextual methodology through his double movement theory, highlighting ethical interpretation and the response of revelation to social reality. Despite their different approaches, both agree on the urgency of integrating knowledge and religion to form a holistic human being (insān kāmil) in Islamic education. This study concludes that the integration models of Al-Attas and Rahman are highly relevant for addressing the dualism in Indonesia’s Islamic education system. It is therefore recommended that their concepts be selectively and contextually adopted in curriculum development, teacher training, and the formulation of educational visions based on adab, ethics, and epistemological integrity.
The Educational Thought of KH. Hasyim Asy’ari: A Study of the Book Adabul 'Alim wal Muta'allim Syarifah, Syarifah
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6184

Abstract

This study aims to explore the educational thought of KH. Hasyim Asy’ari as presented in his book Adabul ‘Alim wal Muta’allim, focusing on the fundamental educational concepts developed within the work and their relevance to contemporary Islamic education. The research employs a library research approach, where data is gathered from primary texts related to KH. Hasyim Asy’ari’s thought and relevant literature. Descriptive-qualitative analysis is used to uncover the educational values contained in the book and to examine their application in the modern educational context. The findings reveal that KH. Hasyim Asy’ari emphasized the importance of adab (etiquette), sincere intention, and respect for teachers as the main pillars of the educational process. His thoughts integrate both intellectual and moral aspects, with the goal of forming individuals who are knowledgeable and morally upright. Additionally, the educational values in Adabul ‘Alim wal Muta’allim are highly relevant to the challenges of contemporary education, especially in strengthening character and shaping the morals of students. The study also shows that KH. Hasyim Asy’ari’s ideas make a significant contribution to the development of Islamic education curricula, emphasizing the integration of knowledge and ethics in teaching and learning. This research contributes to a deeper understanding of traditional Islamic education and its relevance in modern educational contexts. The findings provide a basis for developing a more holistic educational model rooted in spiritual and moral values.
Learning Methods in the Book Ta’lim al-Muta’allim by Az-Zarnuji: A Study of Classical Islamic Educational Thought Yudhiarti, Ndaru Putri; tis'ina, Nur arofah; Rusydiana, Itsna
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6198

Abstract

The book Ta’lim al-Muta’allim by Az-Zarnuji remains a foundational text in the realm of Islamic education. This classical work offers a comprehensive discussion of ethical, spiritual, and methodological aspects of the learning process in Islam. The present study is motivated by the need for Islamic pedagogical models that go beyond cognitive development and also emphasize character formation and proper student conduct. The objective of this research is to explore the educational methods presented in Ta’lim al-Muta’allim and analyze their relevance to contemporary Islamic education. This study employs a qualitative approach using library research methods. Data were gathered through an in-depth textual analysis of Ta’lim al-Muta’allim and supported by classical and modern Islamic educational literature. The data were analyzed thematically to identify the core values, learning strategies, and pedagogical principles emphasized by Az-Zarnuji. The findings reveal that Ta’lim al-Muta’allim promotes learning methods that begin with sincere intention, the careful selection of teachers and companions, and the cultivation of proper etiquette toward knowledge, teachers, and peers. Its learning strategies—such as i’adah (repetition), tikrar (intensive review), taammul (deep reflection), and munazharah (discussion)—show strong alignment with modern pedagogical approaches. Moreover, personal virtues such as patience, humility (tawadhu’), piety (wara’), and trust in God (tawakkul) are deemed essential for student development. This study concludes that Az-Zarnuji’s educational philosophy remains highly relevant for character-based and spiritual education in modern Islamic learning environments.

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