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Devy Habibi Muhammad
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As-Sulthan Journal of Education
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 30638313     DOI : -
Core Subject : Education, Social,
Education Social Sciences
As Sulthan Journal of Education (ISSN 3063 8313) is a peer reviewed open access journal that publishes high quality research articles in the field of education. The journal operates under a double blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. As Sulthan Journal of Educational journal focused on exploring the dialogue between research and practice in educational settings. This journal publishes a range of studies in the fields of research, experience, and perspectives on various aspects of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal welcomes articles from various approaches and methods and encourages submissions from the broader fields of education and learning from around the world. As Sulthan Journal of Education is committed to advancing the understanding of education and its role in society. We welcome original research articles, literature reviews, case studies, and conceptual papers that contribute to the body of knowledge in education. As Sulthan Journal of Education is published four times a year, in January, March, May, July, September, November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 248 Documents
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PENDIDIKAN AKHLAK ANAK USIA DINI BERBASIS FITRAH DI TAUD SAQU DAR EL IMAN KOTA PADANG Yulia Martiana, Deti; Nalus, Syafrul; Zalnur, Muhammad
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Abstract

This study aims to analyze the nature-based moral education of early childhood at TAUD SAQU Dar El Iman, Padang City. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively and continuously. The results indicate that nature-based moral education is implemented through teacher role models, the instillation of religious values, and the creation of a conducive Islamic educational environment. Moral education is not directed at shaping children's behavior externally, but rather at developing the moral and spiritual potential inherent in children from birth. The novelty of this study lies in the operationalization of the concept of nature as an applicable pedagogical paradigm in early childhood education, thus providing conceptual and practical contributions to the development of nature-based moral education in Islamic PAUD institutions.
LANDASAN PSIKOPEDAGOGIS KURIKULUM CINTA DALAM MEMBANGUN PEMBELAJARAN HOLISTIK DI SEKOLAH DASAR Naila Ainun; Maknun, Lu’luil
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study aims to examine how a psychopedagogical foundation can support the implementation of the Love Curriculum in realizing holistic learning at the primary school level. The Love Curriculum emphasizes love, empathy, and appreciation for students’ comprehensive development, including cognitive, social, and emotional aspects. This research uses a literature review method, systematically analyzing relevant sources on child developmental psychology, humanistic pedagogy, and holistic learning theory. The findings show that a deep understanding of child development psychology is essential for educators to apply a loving and responsive teaching approach. The Love Curriculum fosters a supportive learning environment that promotes optimal character development and emotional balance. Additionally, it successfully integrates academic and affective elements into a unified holistic learning process. Although this study is conceptual and has not yet been empirically tested, it offers a novel perspective by integrating psychopedagogical principles with the values of love in primary education curriculum development. These findings contribute significantly to curriculum design and enhancing educators’ capacity to provide a more humanistic and comprehensive educational experience.
THE CORRELATION BETWEEN LEARNING STYLE AND STUDENTS' ENGLISH ACHIEVEMENT Farih, Abdullah; Fatmawaty, Riryn; Nur Indah Sari, Annisa
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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The purpose of the study is to determine the correlation between students' learning styles and their English achievement. The research focuses on four learning styles based on the VARK model: Visual, Auditory, Read or Write, and Kinesthetic. A quantitative method with a correlational approach was used, involving eleventh-grade students from one class at a senior high school. The instruments used in this study were a learning style questionnaire consisting of 28 items (7 items for each learning style) and an English achievement test in the form of 30 multiple-choice questions. The data were analyzed using Spearman Rank Correlation to determine the relationship between each learning style and students’ English achievement. The results showed that there was no significant correlation between the four learning styles and students’ English achievement. These findings indicate that learning style preferences may not be strong predictors of students' academic performance in English. Therefore, it is suggested that teachers implement more varied and inclusive teaching strategies that can accommodate different learning preferences and consider other factors that may influence student achievement
PARADIGM SHIFT OF ISLAMIC EDUCATION POLICY IN INDONESIA Siregar, Ahsari Fadli; Faridi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Islamic education in Indonesia has continuously evolved in response to socio-political change, governance reform, and technological disruption. This article examines the paradigm shift of Islamic education policy across three governmental eras: the Gotong Royong Cabinet, Indonesia Bersatu Cabinet, and Indonesia Maju Cabinet. The study aims to analyze the characteristics, continuity, and transformation of Islamic education paradigms within these periods and their implications for national educational quality. Employing qualitative descriptive research with a historical-comparative approach, data were collected through systematic library research of academic journals, scholarly books, and official policy documents published between 2001 and 2025. The data were analyzed using thematic analysis to identify patterns of policy orientation and paradigm transformation. The findings indicate that Islamic education policy has undergone a gradual transformation from a normative–traditional paradigm emphasizing moral reconstruction, to an integrative paradigm focusing on professionalization and system integration, and finally to an innovative–integrative paradigm characterized by religious moderation and digitalization. This evolution reflects the dynamic interaction between Islamic values, state policy, and global educational demands. The study contributes to the discourse on Islamic education reform by highlighting the importance of policy continuity, value-based modernization, and balanced integration of spirituality and technology in shaping sustainable Islamic education systems.
MODEL RELASI SAINS-AGAMA JOHN HAUGHT: RELEVANSINYA DALAM PENDIDIKAN ISLAM Hasanah, Imroatul; Salama Ulin Nuha, Daris; Sa’diyah, Halimatus; Asnawan
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This article explores John Haught’s model of the science–religion relationship, comprising four main approaches: conflict, contrast, contact, and confirmation. Using library research and descriptive–comparative analysis, the study examines how Haught’s framework offers a dialogical paradigm that enables constructive integration between modern science and religious teachings. The findings reveal that Haught’s “contact” and “confirmation” models hold significant relevance for the development of Islamic education, particularly in designing curricula that respond to scientific progress while maintaining theological integrity. Haught’s thought helps bridge the dichotomy between science and religion, fosters a religiously grounded scientific attitude, and promotes learning that is more critical, open, and holistic. Thus, Haught’s model of the science–religion relationship provides an epistemological foundation for strengthening the integration of knowledge within contemporary Islamic education.
KURIKULUM PENDIDIKAN ISLAM PERSPEKTIF AL-QUR’AN DAN HADIS Salama Ulin Nuha, Daris; Hasanah, Imroatul; Sa'diyah, Halimatus; Hori, Muhammad
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study aims to examine the concept of the Islamic education curriculum from the perspective of the Qur’an and Hadith as fundamental guidelines for shaping the religious character of learners. The curriculum in Islamic education functions not only as a tool for organizing learning activities but also as an instrument for instilling the values of faith, worship, and morality in a balanced manner between worldly and spiritual needs. Using a qualitative research method with a library research approach, this study analyzes primary and secondary literature through processes of identification, classification, interpretation, and synthesis. The findings indicate that the Islamic education curriculum is built upon three fundamental concepts—ta’lim, tarbiyah, and ta’dib—each encompassing cognitive, affective, and psychomotor dimensions. In addition, the characteristics of the Islamic curriculum must reflect a balance between intellectuality, spirituality, morality, and the social needs of learners. The Qur’an and Hadith provide a strong foundation for curriculum components such as the teaching of monotheism (tauhid), the integration of Islam–Faith–Excellence (Islam–Iman–Ihsan), morality, as well as the inclusion of social sciences and natural sciences. This study affirms that a curriculum grounded in revealed values is capable of shaping individuals who possess Islamic character, noble morality, and comprehensive intellectual abilities. Therefore, the Islamic education curriculum must be designed systematically to remain responsive to contemporary developments without departing from the principles of the Sharia.
SUMBER AKIDAH DAN AKHLAK DALAM PERSPEKTIF TURATS DAN EPISTEMOLOGI KONTEMPORER: STUDI KEPUSTAKAAN PENDIDIKAN ISLAM Yulia Martiana, Deti; Putra Wirman, Eka; Hasnah
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Aqidah and akhlak education plays a fundamental role in shaping students’ character within Islamic education. However, the development of contemporary epistemology poses significant challenges in understanding the sources of aqidah and akhlak amid modern educational contexts. This study aims to analyze the sources of aqidah and akhlak from the perspective of Islamic turath and to examine their relevance to contemporary epistemology in Islamic education. This research adopts a qualitative approach using a literature review method, drawing on classical and contemporary Islamic scholarship as well as relevant academic journal articles. The findings indicate that, from the turath perspective, the sources of aqidah and akhlak are primarily derived from the Qur’an and Hadith, which have been systematically interpreted through Islamic scholarly traditions. Meanwhile, contemporary epistemology contributes methodological approaches that emphasize rationality, reflection, and contextual learning. Nevertheless, contemporary epistemology cannot function as an independent source of values; it must be critically integrated with Islamic teachings. The integration of turath and contemporary epistemology in aqidah and akhlak education enables the development of adaptive learning practices while preserving Islamic moral foundations. This study contributes theoretically to the discourse on epistemology in Islamic education.
FUNGSI JIWA CAMPURAN: BERBAGAI BENTUK GEJALA JIWA MANUSIA DAN APLIKASINYA DALAM DUNIA PENDIDIKAN Chasanah, Inarotul; Sa’diyah, Halimatus; Hikmah, Faiqotul; Nurhidayati, Titin
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This study aims to examine the relationship between the symptoms of a mixed soul, namely the integration of the functions of reason ('aql), heart (qalb), and desire (nafs), and the formation of student character within the framework of Islamic Educational Psychology. The study was conducted using a qualitative-descriptive approach through library research, examining Islamic literature, contemporary educational psychology, and character education in Islamic educational institutions. The findings indicate that when these elements of the soul are out of balance, for example, when reason fails to control desires, or the heart fails to act as a moral guide, symptoms of a mixed soul emerge, including unstable motivation, inner conflict, and immature character behavior. Conversely, Islamic religious education, which consciously instills spiritual, emotional, and moral values, and effectively integrates the functions of reason, heart, and desire, contributes positively to the strengthening of student character. As psychological beings, humans possess complex and interacting mental functions. In psychological studies, mental functions generally encompass cognitive, affective, and conative aspects. These three functions do not operate in isolation but often appear in a mixed form, influencing an individual's behavior, emotions, and learning process. This article aims to examine the concept of mixed mental functions, the various forms of human mental symptoms that arise from the interaction of these functions, and their application in education. The method used is a literature review of psychological and educational theories. The results of this study indicate that understanding mixed mental functions is crucial for educators in designing holistic, humanistic learning strategies that are oriented towards the overall development of students.
NILAI-NILAI DASAR AQIDAH AKHLAK DIMENSI RABBANI, PERSONAL, SOSIAL, DAN GLOBAL Fauziah, Sifa; Aulia Afdal, Muhammad; Putra Wirman, Eka; Hasnah; Rahmat
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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Aqidah and akhlaq are two main pillars in the formation of a complete, balanced Muslim personality in accordance with Islamic teachings. Aqidah serves as the foundation of belief, while akhlaq represents the manifestation of that belief, forming an inseparable unity. This article aims to examine the fundamental values of aqidah akhlaq across four dimensions: rabbani (divine), personal, social, and global. This study employs a qualitative library research method, with primary data sources consisting of the Qur’an, the hadiths of the Prophet Muhammad (peace be upon him), and the book Minhājul Muslim, as well as secondary data derived from tafsir (Qur’anic exegesis), hadith commentaries, and related academic literature. The data are analyzed using a descriptive-interpretative approach to interpret and classify the values of aqidah akhlaq into the four dimensions. The findings indicate that understanding and implementing rabbani, personal, social, and global values are essential in shaping Muslim character that is faithful, morally upright, and socially as well as globally responsible. This study provides a conceptual contribution to the development of aqidah akhlaq education in both individual and societal contexts.
LANDASAN TEOLOGIS DAN FILOSOFIS AQIDAH AKHLAK DALAM PERSPEKTIF AL-QUR’AN, SUNNAH, AKAL, DAN REALITAS SOSIAL Handayani, Fitri; Putra Wirman, Eka; Hasnah
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
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This article examines the theological and philosophical foundations of aqidah and akhlaq within the perspective of Islamic education through the integration of four fundamental elements: the Qur’an, the Sunnah, reason, and social reality. Aqidah is positioned as a transcendental foundation of faith, while akhlaq is understood as the ethical manifestation of belief in both personal and social life. This study employs a qualitative approach using a library research method. The findings indicate that the Qur’an functions as the primary theological source, the Prophet’s Sunnah serves as a practical exemplar, reason operates as a philosophical instrument of reflection, and social reality provides the arena for the actualization of aqidah and akhlaq values. The integration of these four elements underscores the relevance of aqidah and akhlaq in addressing contemporary moral challenges and contributes to the development of a holistic and contextual Islamic education.

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