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Peran Kaligrafi Dalam Pendidikan Islam Seni Dan Moralitas M. Dzaki Sholihin; Johar Kurniawan Siagian
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/58bnm494

This study aims to examine the meaning, function, and development of calligraphy in Islam, as well as its role as a spiritual, educational, and moral medium. This study also aims to analyze the contribution of calligraphy in shaping the Islamic character of students, identify the moral values contained therein, and evaluate the relevance and challenges of developing calligraphy in the modern era, particularly in the context of Islamic education. This research uses a qualitative method, a structured and systematic research method that aims to investigate, select, evaluate, and integrate relevant literature from various sources. This research also uses a library research approach that focuses on collecting and analyzing data from various literature sources, such as books, scientific journals, articles, official documents, and other relevant written sources. The analysis results indicate that calligraphy in Islam is a combination of visual beauty and deep spiritual meaning. This art serves as a means for da'wah, worship, and education. Since the early days of Islamic civilization, calligraphy has developed rapidly and reached extraordinary development during the Abbasid period, where figures such as Ibn Muqlah played an important role. In terms of education, calligraphy helps shape an individual's character through the practice of patience, discipline, and love for the Qur'an. Additionally, calligraphy teaches moral values such as monotheism, piety, and humility. In the modern era, calligraphy remains significant despite the emergence of technology and contemporary art, though it faces various challenges in its application. Therefore, support from educational institutions and society is essential to ensure that this art form remains alive as part of Islamic cultural and spiritual heritage. Abstrak Penelitian ini bertujuan untuk untuk mengkaji makna, fungsi, dan perkembangan seni kaligrafi dalam Islam, serta peranannya sebagai media spiritual, pendidikan, dan moral. Penelitian ini juga bertujuan untuk menganalisis kontribusi kaligrafi dalam membentuk karakter Islami siswa, mengidentifikasi nilai-nilai moral yang terkandung di dalamnya, serta mengevaluasi relevansi dan tantangan pengembangan kaligrafi di era modern, khususnya dalam konteks pendidikan Islam. Metode penelitian ini menggukan metode kualitatif, sebuah metode penelitian yang terstruktur dan sistematis yang bertujuan untuk menyelidiki, memilih, mengevaluasi, dan mengintegrasikan literatur yang relevan dari berbagai sumber, penelitian ini juga menggunakan pendekatan library research yang berfokus pada pengumpulan dan analisis data dari berbagai sumber literatur, seperti buku, jurnal ilmiah, artikel, dokumen resmi, dan sumber-sumber tertulis lainnya yang relevan. Hasil analisis menunjukkan bahwa Seni kaligrafi di dalam Islam adalah kombinasi antara keindahan visual dan makna spiritual yang dalam. Seni ini berfungsi sebagai sarana untuk dakwah, ibadah, dan pendidikan. Sejak zaman awal peradaban Islam, kaligrafi telah berkembang dengan pesat dan mencapai perkembangan luar biasa pada masa Abbasiyah, di mana tokoh seperti Ibnu Muqlah memainkan peran penting. Dalam hal pendidikan, kaligrafi membantu membentuk karakter individu melalui latihan kesabaran, kedisiplinan, dan rasa cinta terhadap Al-Qur’an. Selain itu, kaligrafi juga mengajarkan nilai-nilai moral seperti tauhid, ketakwaan, dan kerendahan hati. Di zaman modern saat ini, kaligrafi tetap memiliki pentingnya dengan adanya teknologi dan seni kontemporer, meskipun menghadapi berbagai tantangan dalam penerapannya. Oleh karena itu, dukungan dari lembaga pendidikan dan masyarakat sangat diperlukan agar seni ini tetap hidup sebagai bagian dari warisan budaya dan spiritual Islam.

Pengaruh Lingkungan Sekolah Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SMAN 3 Pekanbaru Miftha Hulladuni Riandi
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/szgzrn52

This study aims to determine the influence of the school environment on students' learning motivation in Islamic Religious Education subjects at SMAN 3 Pekanbaru. The study used a quantitative approach with a correlational method. The sample in this study was 43 grade X students who were selected proportionally from a population of 430 students. Data collection techniques were carried out through questionnaires and documentation. The results of the study showed that the school environment consisting of physical, social, and academic aspects had a significant influence on students' learning motivation. A conducive environment has been proven to be able to increase students' learning motivation, as indicated by indicators of student activity, enthusiasm for learning, and participation in learning activities. This happens because the school environment creates a comfortable atmosphere, positive social interactions, and adequate facilities. The conclusion of this study is that the school environment has a positive effect on students' learning motivation, especially in the context of Islamic Religious Education learning. This finding has an impact on the importance of effective school environment management as a strategy to improve the quality of learning. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan sekolah terhadap motivasi belajar siswa pada mata pelajaran Pendidikan Agama Islam di SMAN 3 Pekanbaru. Penelitian menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel dalam penelitian ini adalah 43 siswa kelas X yang dipilih secara proporsional dari populasi sebanyak 430 siswa. Teknik pengumpulan data dilakukan melalui angket dan dokumentasi. Hasil penelitian menunjukkan bahwa lingkungan sekolah yang terdiri dari aspek fisik, sosial, dan akademis memiliki pengaruh yang signifikan terhadap motivasi belajar siswa. Lingkungan yang kondusif terbukti mampu meningkatkan dorongan belajar siswa, ditunjukkan melalui indikator keaktifan siswa, semangat belajar, dan partisipasi dalam kegiatan pembelajaran. Hal ini terjadi karena lingkungan sekolah menciptakan suasana yang nyaman, interaksi sosial yang positif, serta fasilitas yang memadai. Kesimpulan dari penelitian ini adalah bahwa lingkungan sekolah berpengaruh secara positif terhadap motivasi belajar siswa, khususnya dalam konteks pembelajaran Pendidikan Agama Islam. Temuan ini berdampak pada pentingnya pengelolaan lingkungan sekolah yang efektif sebagai strategi peningkatan kualitas pembelajaran

Relevansi Pemikiran Pendidikan Al-Farabi (872-950) Terhadap Pengembangan Sistem Pendidikan Islam Pada Era Kontemporer Uci Rahmadini; Maragustam Siregar
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/cjhg0r40

This research focuses on the study of Al-Farabi's educational thought and its relevance in the context of contemporary Islamic education. Using qualitative methods through a literature study approach, this research places Al-Farabi's monumental work, Iḥṣā’ al-‘Ulūm, as the primary source of analysis. Al-Farabi's thought is comprehensively examined through three main aspects: his intellectual background, the construction of the educational framework he offered, and the significance of his ideas for the development of Islamic education in the modern era. As a great philosopher dubbed the second teacher after Aristotle, Al-Farabi succeeded in synthesizing the Greek philosophical tradition with Islamic intellectual and spiritual values. He formulated a hierarchical and systematic educational curriculum system, starting with mastery of language as a tool of thought, continuing with logic, mathematics, natural sciences, metaphysics, and civil sciences such as politics, jurisprudence, and theology. The results of this study demonstrate Al-Farabi's view that education must develop gradually towards intellectual and moral perfection. According to Al-Farabi, the ultimate goal of education is to achieve true happiness (sa'ādah), a state of human perfection realized through the harmony of reason, morality, and action. This concept has strong relevance to contemporary Islamic education, particularly in the effort to shape the perfect human being (insān kāmil), balancing rationality and spirituality, and responding to global challenges through mastery of science and technology based on ethics. Thus, Al-Farabi's educational philosophy makes a significant contribution to strengthening the paradigm and practice of modern, holistic, values-oriented Islamic education. Abstrak Penelitian ini berfokus pada kajian pemikiran pendidikan Al-Farabi serta relevansinya dalam konteks pendidikan Islam kontemporer. Dengan menggunakan metode kualitatif melalui pendekatan studi pustaka, penelitian ini menempatkan karya monumental Al-Farabi, Iḥṣā’ al-‘Ulūm, sebagai sumber utama analisis. Pemikiran Al-Farabi dikaji secara komprehensif melalui tiga aspek utama, yaitu latar belakang intelektualnya, konstruksi kerangka pendidikan yang ia tawarkan, serta signifikansi gagasannya bagi pengembangan pendidikan Islam di era modern. Sebagai seorang filsuf besar yang dijuluki guru kedua setelah Aristoteles, Al-Farabi berhasil mensintesiskan tradisi filsafat Yunani dengan nilai-nilai intelektual dan spiritual Islam. Ia merumuskan sistem kurikulum pendidikan yang bersifat hierarkis dan sistematis, dimulai dari penguasaan bahasa sebagai alat berpikir, dilanjutkan dengan logika, matematika, ilmu-ilmu alam, metafisika, hingga ilmu-ilmu sipil seperti politik, fikih, dan teologi. Hasil penelitian ini menunjukkan pandangan Al-Farabi bahwa pendidikan harus berkembang secara bertahap menuju kesempurnaan intelektual dan moral. Menurut Al-Farabi, tujuan akhir pendidikan adalah mencapai kebahagiaan sejati (sa‘ādah), yaitu kondisi kesempurnaan manusia yang terwujud melalui harmonisasi antara akal, akhlak, dan tindakan. Konsep ini memiliki relevansi yang kuat dengan pendidikan Islam kontemporer, khususnya dalam upaya membentuk manusia paripurna (insān kāmil), menyeimbangkan rasionalitas dan spiritualitas, serta merespons tantangan global melalui penguasaan sains dan teknologi yang berlandaskan etika. Dengan demikian, filsafat pendidikan Al-Farabi memberikan kontribusi penting bagi penguatan paradigma dan praksis pendidikan Islam modern yang holistik dan berorientasi pada nilai.

Busana Muslim di Kalangan Generasi Muda: Antara Gaya Hidup Identitas dan Pendidikan Karakter Islami Muthia Azzahra; Muhammad Ziqra Rahsa; Mulya Darma Illahi; Ridwal Trisoni; Muhammad Yahya
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/78z9tg93

This study explores the phenomenon of Muslim and Muslimah fashion among today’s youth, focusing on its role in shaping religious identity and character education in the modern era. In recent years, the rise of social media platforms such as TikTok and Instagram has contributed to the widespread popularity of “modest fashion” and “hijrah lifestyle” trends among young Muslims. However, many previous studies have primarily emphasized the aesthetic and commercial aspects of Islamic fashion, leaving a gap in understanding how clothing practices relate to moral and educational development. This research aims to address that gap by examining the connection between Islamic dress, youth identity, and the values of Islamic character education. Using a qualitative descriptive approach, data were collected through literature review and analysis of social media content that reflects youth fashion behavior. The findings indicate that Muslim attire is not merely a matter of style but serves as a medium for self-expression, religious commitment, and social influence. Nevertheless, the study also reveals that some young people adopt Islamic dress for trend-related reasons without a deep understanding of its spiritual meaning. The implications suggest that educational institutions should integrate Islamic values into character education programs to balance external appearance with internal piety. In conclusion, this study highlights the importance of guiding the younger generation to view Islamic clothing not only as a fashion statement but as an embodiment of moral and religious identity. Abstract This study explores the phenomenon of Muslim and Muslimah fashion among today's youth, focusing on its role in shaping religious identity and character education in the modern era. In recent years, the rise of social media platforms such as TikTok and Instagram has contributed to the widespread popularity of “modest fashion” and “hijrah lifestyle” trends among young Muslims. However, many previous studies have primarily explained the aesthetic and commercial aspects of Islamic fashion, leaving a gap in understanding how clothing practices relate to moral and educational development. This research aims to address that gap by examining the connection between Islamic dress, youth identity, and the values of Islamic character education. Using a qualitative descriptive approach, data were collected through literature review and analysis of social media content that reflects youth fashion behavior. The findings indicate that Muslim attire is not merely a matter of style but serves as a medium for self-expression, religious commitment, and social influence. Nevertheless, the study also revealed that some young people adopt Islamic dress for trend-related reasons without a deep understanding of its spiritual meaning. The implications suggest that educational institutions should integrate Islamic values into character education programs to balance external appearance with internal piety. In conclusion, this study highlights the importance of guiding the younger generation to view Islamic clothing not only as a fashion statement but as an embodiment of moral and religious identity.

Peran Orang Tua Dalam Menanamkan Nilai-Nilai Agama Islam Terhadap Pembentukan Karakter Anak Usia Remaja Di Desa Muara Langsat, Kabupaten Kuantan Singingi Ana Susiana; Indriayu Ramadhani; Miftha Hulladuni Riandi; Miftahir Rizqa
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/t52xh150

This article is situated within the field of Islamic Religious Education and character education, focusing on the role of parents in instilling Islamic religious values in the character formation of adolescents. The main issue underlying this study is the weakening of religious value internalization among adolescents due to modernization, digital media influence, and limited parental involvement in religious guidance. The purpose of this article is to analyze the role of parents in Islamic value education, identify the character traits formed in adolescents, and examine supporting and inhibiting factors in the process. This study employs a descriptive qualitative method with a case study approach. Data were collected through in-depth interviews, participatory observation, and documentation involving several Muslim families with adolescent children aged 12–18 years in Muara Langsat Village, Kuantan Singingi Regency. As an exploratory qualitative study, no hypothesis was formulated. The findings indicate that parental role modeling, the habituation of worship within the family, and harmonious two-way communication significantly contribute to the formation of adolescents’ Islamic character, while technological influence and limited parental time remain major obstacles. This article contributes to the discourse on Islamic family education by emphasizing the essential role of parents as the primary foundation for strengthening adolescents’ religious character in contemporary society. Abstrak Artikel ini berada dalam diskursus Pendidikan Agama Islam dan pendidikan karakter, dengan fokus pada peran orang tua dalam menanamkan nilai-nilai agama Islam terhadap pembentukan karakter remaja. Permasalahan yang melatarbelakangi penelitian ini adalah melemahnya internalisasi nilai agama pada remaja akibat pengaruh modernisasi, media digital, serta keterbatasan peran keluarga dalam pembinaan religius. Tujuan penulisan artikel ini adalah untuk menganalisis peran orang tua dalam pendidikan nilai-nilai Islam, mengidentifikasi karakter yang terbentuk pada remaja, serta mengkaji faktor pendukung dan penghambat dalam proses tersebut. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi terhadap beberapa keluarga Muslim yang memiliki anak usia 12–18 tahun di Desa Muara Langsat, Kabupaten Kuantan Singingi. Penelitian ini tidak merumuskan hipotesis karena bersifat eksploratif. Hasil penelitian menunjukkan bahwa keteladanan orang tua, pembiasaan ibadah bersama, dan komunikasi harmonis berkontribusi signifikan terhadap terbentuknya karakter islami remaja, sementara pengaruh teknologi dan keterbatasan waktu menjadi hambatan utama. Artikel ini berkontribusi dalam memperkaya kajian pendidikan keluarga Islam dan menegaskan pentingnya peran orang tua sebagai fondasi utama pembentukan karakter religius remaja.

Reaktualisasi Nilai Keilmuan Pada Masa Kejayaan Islam Dalam Pembelajaran Sejarah Kebudayaan Islam Di Era Modern Sakinah; Sephira Auriana; Yuliani; Muhamad Yahya
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/8gk9bp50

This study aims to renew and contextualize the scientific values in Islam that grew and developed during the golden age of Islamic civilization as a strategic effort to improve the scientific and spiritual character of students in the learning of Islamic Cultural History (ISCH) in the modern era. The background of this study departs from the reality that ISCH learning is often perceived as limited to memorizing historical events, thus less able to foster intellectual enthusiasm and reflection on values. Therefore, it is necessary to update the learning approach by re-exploring the Islamic scientific tradition that is rich in scientific and spiritual values. The research method used is qualitative with a literature review approach to the works of classical Muslim scholars, such as thinkers in the fields of philosophy, science, and education, combined with contemporary Islamic educational sources. This approach aims to find the relevance of classical scientific values to the needs of ISCH learning amidst the development of the times. The results of the study indicate that scientific values such as the spirit of lifelong learning, the ability to think critically and rationally, the integration of religion and knowledge, and an open attitude towards various ideas and differences of opinion are the main foundations of the progress of Islamic civilization. These values have proven highly relevant when internalized in Islamic Studies (IS) learning through inspiring and holistic methods. This study also found that learning that emphasizes the role models of Muslim scientists, critical dialogue, and reflection on values can increase learning interest, deepen understanding of the material, and shape students' scientific character. The implications of this research confirm that strengthening scientific values in IS learning can be a solution to address the challenges of the digital era, revitalize the intellectual spirit of Islam, and shape students who are religious, critical, and have character. Abstrak Penelitian ini bertujuan untuk memperbaharui dan mengontekstualisasikan nilai-nilai keilmuan dalam Islam yang tumbuh dan berkembang pada masa kejayaan peradaban Islam sebagai upaya strategis dalam meningkatkan karakter ilmiah dan spiritual siswa pada pembelajaran Sejarah Kebudayaan Islam (SKI) di era modern. Latar belakang penelitian ini berangkat dari realitas bahwa pembelajaran SKI sering kali dipersepsikan sebatas hafalan peristiwa sejarah, sehingga kurang mampu menumbuhkan semangat intelektual dan refleksi nilai. Oleh karena itu, diperlukan pembaruan pendekatan pembelajaran dengan menggali kembali tradisi keilmuan Islam yang sarat dengan nilai-nilai ilmiah dan spiritual. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan kajian pustaka terhadap karya-karya ilmuwan Muslim klasik, seperti pemikir dalam bidang filsafat, sains, dan pendidikan, serta dipadukan dengan sumber-sumber pendidikan Islam kontemporer. Pendekatan ini bertujuan untuk menemukan relevansi nilai-nilai keilmuan klasik dengan kebutuhan pembelajaran SKI di tengah perkembangan zaman. Hasil penelitian menunjukkan bahwa nilai-nilai keilmuan seperti semangat menuntut ilmu sepanjang hayat, kemampuan berpikir kritis dan rasional, integrasi antara agama dan pengetahuan, serta sikap terbuka terhadap berbagai ide dan perbedaan pandangan merupakan fondasi utama kemajuan peradaban Islam. Nilai-nilai tersebut terbukti masih sangat relevan ketika diinternalisasikan dalam pembelajaran SKI melalui metode yang inspiratif dan holistik. Penelitian ini juga menemukan bahwa pembelajaran yang menekankan keteladanan ilmuwan Muslim, dialog kritis, dan refleksi nilai mampu meningkatkan minat belajar, memperdalam pemahaman materi, serta membentuk karakter ilmiah siswa. Implikasi penelitian ini menegaskan bahwa penguatan nilai-nilai ilmiah dalam pembelajaran SKI dapat menjadi solusi dalam menghadapi tantangan era digital, menghidupkan kembali semangat intelektual Islam, serta membentuk peserta didik yang religius, kritis, dan berkarakter.

Pendekatan Sosiologis terhadap Studi Al-Qur'an dan Hadits tentang Perundungan di Sekolah dari Perspektif Pendidikan Agama Islam Diaz Astiza
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/rct3v195

Bullying in schools is a social phenomenon that remains a serious problem in education and negatively impacts the psychological, social, and academic development of students. This article aims to examine bullying in schools through a sociological approach to the study of the Qur'an and Hadith from the perspective of Islamic Religious Education. This sociological approach is used to understand the teachings of the Qur'an and Hadith not only as normative texts but also as sources of social values that interact with the realities of students' lives in the school environment. This study uses a library research method by examining verses of the Qur'an, the Hadith of the Prophet Muhammad (peace be upon him), and scientific literature relevant to the issue of bullying and Islamic education. The results show that the Qur'an and Hadith firmly reject all forms of violence, insults, and unjust treatment of others, and emphasize the importance of the values of justice, compassion, brotherhood, and respect for human dignity. In the educational context, these values have strong social implications for building a just, inclusive school culture oriented toward the development of noble character. Islamic Religious Education, through this sociological approach, plays a strategic role in contextualizing Islamic teachings within the social lives of students, thereby preventing and addressing bullying practices in schools. Thus, a sociological approach to the study of the Qur'an and Hadith emphasizes that Islamic Religious Education fosters not only individual piety but also social piety that supports the creation of a safe, humane, and dignified learning environment. Abstrak Perundungan di sekolah merupakan fenomena sosial yang masih menjadi permasalahan serius dalam dunia pendidikan dan berdampak negatif terhadap perkembangan psikologis, sosial, dan akademik peserta didik. Artikel ini bertujuan untuk mengkaji perundungan di sekolah melalui pendekatan sosiologis terhadap studi Al-Qur’an dan Hadits dari perspektif Pendidikan Agama Islam. Pendekatan sosiologis digunakan untuk memahami ajaran Al-Qur’an dan Hadits tidak hanya sebagai teks normatif, tetapi juga sebagai sumber nilai sosial yang berinteraksi dengan realitas kehidupan peserta didik di lingkungan sekolah. Kajian ini menggunakan metode studi kepustakaan dengan menelaah ayat-ayat Al-Qur’an, Hadits Nabi Muhammad Saw., serta literatur ilmiah yang relevan dengan isu perundungan dan pendidikan Islam. Hasil kajian menunjukkan bahwa Al-Qur’an dan Hadits secara tegas menolak segala bentuk kekerasan, penghinaan, dan perlakuan zalim terhadap sesama, serta menegaskan pentingnya nilai keadilan, kasih sayang, persaudaraan, dan penghormatan terhadap martabat manusia. Dalam konteks pendidikan, nilai-nilai tersebut memiliki implikasi sosial yang kuat dalam membangun budaya sekolah yang adil, inklusif, dan berorientasi pada pembentukan akhlak mulia. Pendidikan Agama Islam, melalui pendekatan sosiologis ini, berperan strategis dalam mengontekstualisasikan ajaran Islam ke dalam kehidupan sosial peserta didik, sehingga mampu mencegah dan mengatasi praktik perundungan di sekolah. Dengan demikian, pendekatan sosiologis terhadap studi Al-Qur’an dan Hadits menegaskan bahwa Pendidikan Agama Islam tidak hanya membentuk kesalehan individual, tetapi juga kesalehan sosial yang mendukung terciptanya lingkungan belajar yang aman, humanis, dan bermartabat.

Perilaku Peserta Didik Dalam Lembaga Pendidikan Islam Ahmad Salim Ulul Albaab; Titin Nurhidayati; M. Ilham Fikron; Mohammad Futuh Muafi; M abdullah viki; Sayyid Abdullah
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/96qxfk38

Student behavior is a key indicator of the success of the educational process, particularly in Islamic educational institutions based on the values of the Qur'an and Sunnah. From the perspective of Islamic educational psychology, student behavior is not understood solely as an outward response, but rather as a manifestation of the integration of human innate potential, the educational process undertaken, and the influence of the social and spiritual environment. Every student inherently possesses an innate desire for good deeds, which needs to be guided and developed through holistic and continuous education. Islamic educational psychology views student behavior as influenced by various factors, both internal and external. Internal factors include the student's faith, motivation, psychological readiness, and spiritual awareness. Meanwhile, external factors include the role of educators, the family environment, school culture, and the educational methods applied. In Islamic educational institutions, educators hold a strategic position as role models (uswah hasanah) who not only transfer knowledge but also instill values and guide the formation of morals. A religious and conducive educational environment plays a significant role in shaping student behavior. Through the practice of worship, discipline, and social interaction based on Islamic values, students are trained to internalize religious teachings in their daily lives. Consistent and sustainable habituation methods are an effective means of shaping positive character and behavior. The literature review indicates that the internalization of spiritual values, the role models of educators, and the religious culture of educational institutions are dominant factors in shaping student behavior. Thus, Islamic education plays a strategic role in producing a generation of faith, noble character, discipline, and responsibility, in line with the primary goals of Islamic education itself. Abstrak Perilaku peserta didik merupakan indikator utama keberhasilan proses pendidikan, terutama dalam lembaga pendidikan Islam yang berlandaskan nilai-nilai Al-Qur’an dan Sunnah. Dalam perspektif psikologi pendidikan Islam, perilaku peserta didik tidak dipahami semata-mata sebagai respons lahiriah, melainkan sebagai manifestasi integrasi antara potensi fitrah manusia, proses pendidikan yang dijalani, serta pengaruh lingkungan sosial dan spiritual. Setiap peserta didik pada dasarnya memiliki fitrah untuk berbuat baik, yang perlu diarahkan dan dikembangkan melalui pendidikan yang holistik dan berkesinambungan. Pendidikan psikologi Islam memandang bahwa perilaku peserta didik dipengaruhi oleh berbagai faktor, baik internal maupun eksternal. Faktor internal meliputi keimanan, motivasi, kesiapan psikologis, dan kesadaran spiritual peserta didik. Sementara itu, faktor eksternal mencakup peran pendidik, lingkungan keluarga, budaya sekolah, serta metode pendidikan yang diterapkan. Dalam lembaga pendidikan Islam, pendidik memiliki posisi strategis sebagai teladan (uswah hasanah) yang tidak hanya mentransfer ilmu pengetahuan, tetapi juga menanamkan nilai dan membimbing pembentukan akhlak. Lingkungan pendidikan yang religius dan kondusif turut berperan besar dalam membentuk perilaku peserta didik. Melalui pembiasaan ibadah, disiplin, serta interaksi sosial yang berlandaskan nilai-nilai Islam, peserta didik dilatih untuk menginternalisasi ajaran agama dalam kehidupan sehari-hari. Metode pembiasaan yang konsisten dan berkelanjutan menjadi sarana efektif dalam membentuk karakter dan perilaku positif. Hasil kajian pustaka menunjukkan bahwa internalisasi nilai spiritual, keteladanan pendidik, dan budaya religius lembaga pendidikan merupakan faktor dominan dalam membentuk perilaku peserta didik. Dengan demikian, pendidikan Islam memiliki peran strategis dalam melahirkan generasi yang beriman, berakhlak mulia, disiplin, dan bertanggung jawab, sejalan dengan tujuan utama pendidikan Islam itu sendiri.

Dialektika Universalisme Dan Partikularisme Dalam Islam Perspektif Pendidikan Agama Islam M Abdullah Viki; Sayyid Abdullah; Muhammad Hori
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/06e2sc23

The dialectic of universalism and particularism in Islam is a crucial issue in contemporary Islamic studies, particularly in the context of Islamic Religious Education (PAI), which faces the realities of a pluralistic and dynamic society. Islam embodies universal values that transcend time and space, such as monotheism, justice, humanity, compassion, and the common good. However, in practice, Islamic teachings constantly interact with social, cultural, and historical contexts, giving rise to a variety of particular religious expressions. This study aims to analyze the dialectic between universalism and particularism in Islam and its implications for the development of the Islamic Religious Education paradigm. This study employed a qualitative approach with library research. Data sources were obtained from the Qur'an, Hadith, and the works of classical and contemporary Islamic scholars and thinkers relevant to the themes of universalism, particularism, and Islamic education. Data analysis was conducted descriptively and analytically using an interactive analysis model, encompassing data reduction, data presentation, and conclusion drawing. The study's findings indicate that universalism and particularism in Islam are not contradictory concepts, but rather dialectical and complementary. Universalism serves as the foundation for the values and fundamental principles of Islamic teachings, while particularism provides a contextual framework for applying these values to the social realities of students. From the perspective of Islamic Religious Education, this dialectic demands a critical, reflective, and dialogical pedagogical approach so that Islamic Religious Education (PAI) serves not only as a means of transferring knowledge but also as a process for developing a mature, moderate, and civilized religious awareness. Thus, Islamic Religious Education is expected to produce a generation of Muslims who are ritually devout, socially sensitive, tolerant, and committed to universal human values in a pluralistic society. Abstrak Dialektika universalisme dan partikularisme dalam Islam merupakan isu penting dalam kajian keislaman kontemporer, terutama dalam konteks Pendidikan Agama Islam (PAI) yang dihadapkan pada realitas masyarakat yang plural dan dinamis. Islam membawa nilai-nilai universal yang bersifat lintas ruang dan waktu, seperti tauhid, keadilan, kemanusiaan, kasih sayang, dan kemaslahatan. Namun, dalam praktiknya, ajaran Islam selalu berinteraksi dengan konteks sosial, budaya, dan historis yang melahirkan beragam ekspresi keagamaan yang bersifat partikular. Penelitian ini bertujuan untuk menganalisis dialektika antara universalisme dan partikularisme dalam Islam serta implikasinya terhadap pengembangan paradigma Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Sumber data diperoleh dari Al-Qur’an, Hadis, serta karya-karya ulama dan pemikir Islam klasik dan kontemporer yang relevan dengan tema universalisme, partikularisme, dan pendidikan Islam. Analisis data dilakukan secara deskriptif-analitis dengan menggunakan model analisis interaktif, meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil kajian menunjukkan bahwa universalisme dan partikularisme dalam Islam bukanlah dua konsep yang saling bertentangan, melainkan bersifat dialektis dan saling melengkapi. Universalisme berfungsi sebagai landasan nilai dan prinsip dasar ajaran Islam, sementara partikularisme menjadi ruang kontekstualisasi dalam penerapan nilai-nilai tersebut sesuai dengan realitas sosial peserta didik. Dalam perspektif Pendidikan Agama Islam, dialektika ini menuntut pendekatan pedagogis yang kritis, reflektif, dan dialogis agar PAI tidak hanya berfungsi sebagai sarana transfer pengetahuan, tetapi juga sebagai proses pembentukan kesadaran keagamaan yang dewasa, moderat, dan berkeadaban. Dengan demikian, Pendidikan Agama Islam diharapkan mampu melahirkan generasi Muslim yang taat secara ritual, memiliki kepekaan sosial, bersikap toleran, serta berkomitmen terhadap nilai-nilai kemanusiaan universal di tengah kehidupan masyarakat yang plural.

Pemikiran KH. Imam Zarkasyi (1910–1985) Tentang Pendidikan DanRelevansinya Dengan Dunia Pendidikan Islam Kontemporer Ru’uliyanah Sabrianti
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/8cm92039

Abstract This study comprehensively examines the educational thinking of KH. Imam Zarkasyi, a central figure and founder of the Darussalam Gontor Modern Islamic Boarding School, and the relevance of his ideas in addressing the challenges of contemporary Islamic education. This study uses a qualitative approach through literature review, examining the works, speeches, and educational practices developed by KH. Imam Zarkasyi. The main focus of the discussion is directed at the concept of integral Islamic education, which emphasizes not only cognitive aspects but also harmonizes moral, intellectual, and spiritual dimensions in a balanced manner. One of KH. Imam Zarkasyi's important contributions is the formulation of the Panca Jiwa values: sincerity, simplicity, independence, Islamic brotherhood, and freedom. These values are not limited to the normative level but are systematically internalized in Islamic boarding school life to shape the character of students who are independent, have integrity, and are socially conscious. Furthermore, Zarkasyi's thinking firmly rejects the dichotomy between religious knowledge and general knowledge. He viewed all knowledge as a unified whole, rooted in divine values and directed toward the welfare of the people. From KH. Imam Zarkasyi's perspective, the role of educators is also crucial, as educators who not only transmit knowledge but also serve as moral and spiritual role models for students. Institutionally, he emphasized the importance of Islamic boarding schools' independence through the management of productive waqf (endowments). In the current context of globalization and digital development, KH. Imam Zarkasyi's educational thinking remains relevant as a foundation for the development of modern Islamic education, adapting to changing times, yet firmly rooted in divine values. Abstrak Penelitian ini membahas secara komprehensif pemikiran pendidikan KH. Imam Zarkasyi, tokoh sentral dan pendiri Pondok Modern Darussalam Gontor, serta relevansi gagasan-gagasannya dalam menjawab tantangan pendidikan Islam kontemporer. Kajian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dengan menelaah karya-karya, pidato, dan praktik pendidikan yang dikembangkan oleh KH. Imam Zarkasyi. Fokus utama pembahasan diarahkan pada konsep pendidikan Islam integral yang tidak hanya menekankan aspek kognitif, tetapi juga mengharmoniskan dimensi akhlak, intelektual, dan spiritual secara seimbang. Salah satu kontribusi penting KH. Imam Zarkasyi adalah perumusan nilai-nilai Panca Jiwa, yakni keikhlasan, kesederhanaan, kemandirian, ukhuwah Islamiyah, dan kebebasan. Nilai-nilai ini tidak berhenti pada tataran normatif, tetapi diinternalisasikan secara sistematis dalam kehidupan pesantren untuk membentuk karakter santri yang mandiri, berintegritas, dan memiliki kepedulian sosial. Selain itu, pemikiran Zarkasyi secara tegas menolak dikotomi antara ilmu agama dan ilmu umum. Ia memandang seluruh ilmu sebagai satu kesatuan yang bersumber dari nilai ketuhanan dan harus diarahkan untuk kemaslahatan umat. Peran pendidik dalam perspektif KH. Imam Zarkasyi juga sangat sentral, yakni sebagai murabbi yang tidak hanya mentransfer ilmu, tetapi menjadi teladan moral dan spiritual bagi peserta didik. Di sisi kelembagaan, ia menekankan pentingnya kemandirian pesantren melalui pengelolaan wakaf produktif. Dalam konteks globalisasi dan perkembangan digital saat ini, pemikiran pendidikan KH. Imam Zarkasyi tetap relevan sebagai fondasi bagi pengembangan pendidikan Islam yang modern, adaptif terhadap perubahan zaman, namun tetap berakar kuat pada nilai-nilai ilahiyah

Home Page

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Contact

Reviewer

Google Scholar

Contact Name
Hoirul Anam

Contact Email
hoirulanama96@gmail.com

Phone
+6287848003826

Journal Mail Official
hoirulanama96@gmail.com

Editorial Address
Jl. Dusun Kamal, RT.65/RW.29, Kamal, Karangsari, Kec. Pengasih, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta

Location
Kab. kulon progo,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hoirul Anam

Contact Email hoirulanama96@gmail.com

Phone +6287848003826

Journal Mail Official hoirulanama96@gmail.com

Editorial Address Jl. Dusun Kamal, RT.65/RW.29, Kamal, Karangsari, Kec. Pengasih, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta

Location Kab. kulon progo, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hoirul Anam

Contact Email
hoirulanama96@gmail.com

Phone
+6287848003826

Journal Mail Official
hoirulanama96@gmail.com

Editorial Address
Jl. Dusun Kamal, RT.65/RW.29, Kamal, Karangsari, Kec. Pengasih, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta

Location
Kab. kulon progo,

Daerah istimewa yogyakarta

INDONESIA