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Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat
Published by Asosiasi Riset Ilmu Pendidikan Agama Dan Filsafat Indonesia
ISSN : 30630487     EISSN : 30630479     DOI : 10.61132
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Akhlak: Jurnal Pendidikan Agama Islam dan Filsafat, Jurnal ini ditujukan untuk publikasi artikel ilmiah yang diterbitkan oleh Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia. Jurnal ini merupakan wadah akademik yang menggali konsep-konsep dalam bidang pendidikan agama Islam dan filsafat dengan fokus pada aspek akhlak (moralitas dan etika). Dengan menggabungkan perspektif keagamaan dan filsafat, jurnal ini bertujuan untuk menyajikan pemikiran-pemikiran mendalam tentang bagaimana agama Islam dan filsafat dapat membentuk karakter dan perilaku manusia. Artikel-artikel dalam jurnal ini mencakup berbagai topik, mulai dari teori-teori akhlak dalam Islam hingga penerapan praktisnya dalam pendidikan dan kehidupan sehari-hari. Penulis dalam jurnal ini mungkin membahas tentang konsep-konsep seperti akhlak al-Quran, akhlak Rasulullah, nilai-nilai moral dalam filsafat Islam, serta metode-metode pendidikan agama Islam yang bertujuan untuk membentuk karakter yang baik pada individu. Jurnal ini terbit 1 tahun 4 kali (Januari, April, Juli, dan Oktober).
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 181 Documents
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Peluang Pendidikan Islam : Kajian Perspektif Filsafat Ilmu Mohammad Bagus Mansur; Akhmad Ansori; Nia Novita Sari
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 1 (2026): Januari: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i1.1837

Abstract

This study discusses the opportunities for the development of Islamic education from the perspective of solutions offered by the philosophy of science in the era of technological advancement. Islamic educational institutions are confronted with complex problems that cannot always be resolved independently. The philosophy of science offers several solutions on how to address the challenges commonly faced by educational institutions. Often, educational institutions focus excessively on analyzing the challenges or problems they encounter, whereas there are other aspects that can be utilized as supporting factors for the development of Islamic education, namely by examining existing opportunities and implementing them effectively. This research employs a literature review method with a qualitative approach, complemented by case study analysis across various educational institutions. Many Islamic educational institutions, both formal and non-formal, have utilized opportunities as a primary strategy for developing Islamic education. Various solutions are proposed, including curriculum integration, strengthening institutional organizational structures, improving human resources as well as facilities and infrastructure, and presenting innovative ideas implemented by institutions in developing Islamic education.
Konsep Islam tentang Ilmu Pengetahuan dan Sains Yosse Amanda Pratama; Dede Rubai Misbahul Alam; Shonhaji Jaoharul Huda
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 1 (2026): Januari: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i1.1840

Abstract

The Islamic conception of science views knowledge as a unity originating from Allah SWT and directed towards realizing human welfare. Islamic science does not separate the rational, empirical, and spiritual dimensions, but rather integrates revelation, reason, and sensory experience in obtaining truth. Science from an Islamic perspective is understood as a human effort to read and understand the verses of kauniyah as a manifestation of God's power in the universe. This study aims to analyze the Islamic conception of science and its relationship with science, and examine the urgency of integrating the two in facing the challenges of modern science. The research method applied in this study is a literature study with a qualitative approach, through descriptive and interpretive analysis of various relevant literature sources. The research findings indicate that the integration between Islamic science and science plays a strategic role in overcoming the scientific dichotomy, strengthening the ethical foundation of science, and building a scientific paradigm oriented towards the values ​​of monotheism and humanity. Thus, the Islamic conception of science and science offers an alternative, holistic and sustainable scientific framework.
Cara Menghadapi Siswa yang Malas dan tidak Semangat Belajar Abdul Hadi; Moh Nabil Rafif Awwal; Chalid Maulana Nizar
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 1 (2026): Januari: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i1.1847

Abstract

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.
Efektivitas Metode Ceramah dalam Pembelajaran Filsafat Ilmu bagi Mahasiswa Baru di STAI Al-Andina Sukabumi Dasep Hanan Mubarok; Neng Lailatul Faaizah; Aceng Supyan; Syifa Aqmaliyah; Muhammad Zaki
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 1 (2026): Januari: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i1.1869

Abstract

This study aims to describe the implementation of learning methods, assessment systems, and learning evaluation in the Philosophy of Science course at STAI Al-Andina Sukabumi, particularly for first-semester students. The research employed a qualitative approach with a descriptive design. Data were collected through semi-structured interviews with the course lecturer to explore the rationale for selecting the lecture method, assessment practices, and evaluation strategies applied in the learning process. The findings indicate that the lecture method combined with guided discussion was chosen as an adaptive strategy to help students develop a conceptual foundation for abstract and theoretical material. The assessment system places greater emphasis on student attendance and participation as a form of process-oriented assessment that encourages active engagement. Learning evaluation is conducted continuously through technology-based quizzes to monitor students’ understanding progressively. These results suggest that the Philosophy of Science learning process at STAI Al-Andina has adopted a contextual and formative pedagogical approach; however, further development of more varied assessment and evaluation methods is still needed to accommodate students’ diverse abilities.
Pembelajaran Metode dan Evaluasi Filsafat di Stai Al Mashturiyah dalam Konteks Pendidikan Tinggi Islam Miswan Ramadani; M. Nasir; Muawiyah Muawiyah; Putri Nurdiana; Rio Pratama
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 2 (2026): April: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i2.1870

Abstract

This study examines the learning methods and evaluation of philosophy at STAI Al Mashturiyah within the context of Islamic higher education. The background of this research is the need to strengthen critical, reflective, and ethical thinking among students through philosophy learning that is relevant to Islamic values. The study aims to analyze how philosophy learning methods are implemented and how evaluation practices are applied in the classroom. This research employs a qualitative descriptive approach, with data collected through direct interviews with philosophy course lecturers and supported by academic documents. The findings indicate that philosophy learning at STAI Al Mashturiyah applies a combination of lectures, discussions, and question-and- answer methods, while evaluation is conducted through written assessments and process-based evaluations such as participation and presentations. These approaches contribute to the development of students’ analytical and argumentative skills. The study highlights the importance of integrating interactive learning methods and comprehensive evaluation systems to enhance the quality of philosophy education in Islamic higher education. The results have implications for improving pedagogical practices and strengthening the theoretical and practical foundations of philosophy learning in Islamic institutions.
Implementasi Nilai Filsafat Pendidikan Islam dalam Proses Pembelajaran di Institut K.H Ahmad Sanusi Dadang Sahroni; Diya Atul Millah; Septy Premitha; Sinta Puspita; Nessya Aenur Zammil
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 2 (2026): April: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i2.1877

Abstract

Islamic Educational Philosophy holds a pivotal role in directing the learning process to remain consistent with Islamic principles. This article seeks to explore how the values of Islamic Educational Philosophy are implemented in the learning activities at the Institute of KH Ahmad Sanusi, with a focus on fourth-semester students. The study adopts a qualitative approach using a descriptive-analytical design based on library research and the examination of instructional practices. The results reveal that Islamic Educational Philosophy serves as a conceptual framework for determining and applying learning strategies, including discussion and inquiry-based learning, which foster active participation, critical thinking, and the internalization of Islamic values. Learning assessment is carried out in a comprehensive manner by addressing cognitive, affective, and psychomotor domains through individual assignments, collaborative tasks, formal examinations, and academic writing activities. Moreover, the emphasis on self-reflection (muhasabah) enhances students’ awareness of their moral and spiritual responsibilities in the process of seeking knowledge. The application of Islamic Educational Philosophy is therefore expected to support the development of students who are intellectually competent, morally grounded, and reflectively aware as future educators and Muslim intellectuals.
Penilaian dan Evaluasi Pembelajaran Filsafat di Kampus Stisip Syamsul’ulum Endin Nasrudin; Ridhwanullah Husain Al-Fawwaz; Azmi Abdulhakim; Muhamad Hilman Abdurahman; Alwi Muhammad Syawali
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 2 (2026): April: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i2.1878

Abstract

Philosophy learning has a strategic role in shaping students' critical, reflective, and rational thinking skills. However, the main challenge faced in this learning process is to determine assessment and evaluation methods that are in accordance with the character of philosophy that are abstract and argumentative. This study aims to describe the method, assessment, and evaluation of philosophy learning based on the results of an in-depth interview with STISIP lecturer Syamsul Ulum. The research approach used is qualitative with data collection techniques through in-depth interviews, so that a comprehensive picture of philosophy learning practices in higher education is obtained. The results of the study show that discussion methods, case studies, and critical reflection are the most effective approaches in improving the quality of philosophy learning. The assessment is more focused on the student's thinking process, not solely on the final result, while the evaluation is directed at changing the way of thinking and the intellectual maturity of the students. These findings confirm that philosophy learning is not only oriented towards mastery of the material, but also on the formation of a critical, reflective, and ethical mindset that is an important provision for students in dealing with the complexities of academic and social life. Thus, philosophy learning plays a role as a means of intellectual development as well as student morals.
Filsafat Etika Sebagai Dasar Pembentukan Karakter Mahasiswa di Institut K.H Ahmad Sanusi Neng Rani; Lina Agustina; Rika Oktaviani; Noer Syaqilla
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 2 (2026): April: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i2.1879

Abstract

This study aims to describe the implementation of ethical philosophy learning and the assessment pattern for student learning outcomes at the KH. Ahmad Sanusi Sukabumi Institute (INKHAS). Ethical philosophy is understood as a critical study of good and bad values in human actions, which not only accepts moral teachings normatively, but examines them rationally and in depth. In the learning process, this course applies discussion and dialogue methods as the main approach to encourage students to think critically, express opinions argumentatively, and build mutual respect. The lecturer acts as a facilitator who directs the discussion, instills academic ethics, and maintains a scientific learning flow. The assessment pattern does not focus on memorizing theories, but rather on students' analytical abilities as measured through discussion participation, individual assignments, and group assignments. The results of the study indicate that this method is effective in developing students' conceptual understanding, critical thinking skills, and moral awareness, although obstacles such as lack of motivation in some students due to the abstract nature of the material are still found. Overall, ethical philosophy learning at INKHAS plays an important role in shaping ethical character, reflective thinking, and responsible attitudes in academic and social life.
Etika Menuntut Ilmu dalam Perspektif Hadis Talabul ‘Ilmi Faridah ‘Ala Kulli Muslim Ilham Muhammad Abussalam; Badrudin Badrudin; Zulkifli Reza Fahmi
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 2 (2026): April: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i2.1884

Abstract

Hadith of the Prophet Muhammad SAW constitutes a fundamental source of Islamic teachings that plays a crucial role in shaping value systems, particularly in the field of education. One of the most essential hadiths in Islamic educational discourse is Ṭalabul ‘Ilmi Farīḍah ‘Alā Kulli Muslim, which emphasizes the obligation of seeking knowledge for every Muslim. This article aims to comprehensively examine the ethics of seeking knowledge from the perspective of this hadith and its relevance to academic life among university students. This study employs a library research method by analyzing hadith compilations, classical and contemporary hadith commentaries, and scholarly literature in Islamic education. The findings indicate that the hadith Ṭalabul ‘Ilmi Farīḍah ‘Alā Kulli Muslim not only establishes the obligation of acquiring knowledge but also embodies fundamental principles of academic ethics, including sincerity, perseverance, honesty, respect for educators, and responsibility in applying knowledge. These ethical values remain highly relevant in fostering an academic culture of integrity within higher education institutions.
Peran Orang Tua dalam Mendampingi Perkembangan Akhlak Anak Usia Dini dari Pengaruh Konten Youtube pada Usia PAUD Najamudin Najamudin; Dwi Muliati; Amelia Agustin; Mansur Tenis
Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat Vol. 3 No. 2 (2026): April: Akhlak : Jurnal Pendidikan Agama Islam dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/akhlak.v3i2.1958

Abstract

Digital transformation has significantly altered early childhood learning patterns. Platforms such as YouTube have become dominant media consumed by preschool children. Exposure to digital content during the golden age potentially affects moral development, as children remain in a critical phase of imitation and value internalization. This study aims to conceptually analyze the role of parents in assisting early childhood moral development amid YouTube exposure from an Islamic education perspective. The research employs a qualitative approach using a systematic literature review of reputable national and international journals published between 2020–2026. The analysis involves identification, inclusion-exclusion selection, thematic categorization, and critical synthesis. Findings reveal that effective moral development is strongly influenced by parental mediation patterns, including active mediation, screen-time limitation, Islamic value-based content selection, reflective dialogue, and digital role modeling. The study proposes an integrative Islamic-based digital parenting model combining modern moral development theory and Islamic tarbiyah principles. Theoretically, this study contributes by integrating family digital literacy with Islamic moral education within contemporary educational discourse.

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