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Muhamad Ridwan Effendi
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Addabani: Interdisciplinary Journal of Islamic Education
Published by STAI DR. KHEZ. Muttaqien Purwakarta
ISSN : -     EISSN : 30256542     DOI : https://doi.org/10.52593/adb.
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
ADDABANI: Interdisciplinary Journal of Islamic Education is a periodical scientific journal published 2 (two) times a year in August and February. This journal contains scientific articles from interdisciplinary Islamic education research that reviews the topics of Islamic Education Philosophy, Modernization of Islamic Education, Islamic Education Policy, Islamic educational institutions, Islamic Higher Education, Islamic Education and Science, Islamic Character and education, Pesantren and Madrasah Education, Islamic Education and Social Transformation, Islamic education curriculum, Various Models, Strategies, Teaching Methods of Islamic Education, Islamic Education Figures, Islamic Education Media, Islamic Education Evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 41 Documents
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Paradigma Pendidikan Islam Dalam Penguatan Karakter Peserta Didik Berbasis Hadits Kontekstual Intan Juwita, Ajeng; Teten Saptul Jannah, Ayi; Mardiyah, Diyah
Addabani: Interdisciplinary Journal of Islamic Education Vol. 3 No. 2 (2026): ADDABANI: Interdisciplinary Journal of Islamic Education
Publisher : Muttaqien Publsihing, Pusat Penelitian dan Pengabdian kepada Masyarakat STAI DR.KH.EZ.Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/adb.03.2.06

Abstract

Islamic education aims to develop individuals intellectually, spiritually, and morally. However, contemporary practices often prioritize cognitive achievement, limiting value internalization. This study proposes a contextual hadith-based education model as an integrative approach to character formation. Using qualitative library research, this study analyzes literature on hadith studies, Islamic educational philosophy, character education, and reflective learning theories. Data were examined through content analysis to construct a conceptual framework. The findings reveal three main pillars: the prophetic teacher as a moral transformation agent, an ethical-integrative curriculum embedding hadith values across subjects, and reflective-transformative learning encouraging dialogue and experiential reflection. Hadith is positioned not only as a normative source but also as contextual guidance relevant to digital and global challenges. This model contributes to developing an integrative, humanistic, and transformative paradigm of Islamic education aimed at holistic character formation.

Page 5 of 5 | Total Record : 41

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