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Immortalis Journal of Interdisciplinary Studies
Published by PT. Caesarindo Triloka Persada
ISSN : -     EISSN : 31233600     DOI : -
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Social,
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other
Immortalis Journal of Interdisciplinary Studies is a peer-reviewed open-access journal. This journal serves as a platform for the dissemination of innovative, high-quality, and interdisciplinary research that bridges diverse fields of knowledge, including but not limited to the social sciences, humanities, Law, natural sciences, technology, economics, health, and education. The journal aims to promote scholarly exchange and collaboration across disciplines by publishing original research articles, review papers, and theoretical discussions that integrate insights and methodologies from multiple academic domains. All submitted manuscripts undergo an initial screening by the editorial team and are then evaluated through a double-blind peer review process by at least two reviewers who are experts in their fields. This ensures the integrity, quality, and originality of the work published. This journal is published quarterly, with new issues released every July, October, January, and April.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 83 Documents
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Ibn Jamā‘ah’s Educational Ethics in Tazkiratu As-Sāmi‘ Wa Al-Mutakallim: A Content Analysis and Its Relevance to Contemporary Education Rizal Setiawan; Alfi Syahrin; Khairiyah Khairiyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 4 (2026): October - December
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i4.170

Abstract

Contemporary education increasingly emphasizes the integration of intellectual development with moral and ethical formation. Classical Islamic educational texts provide significant insights into the relationship between knowledge acquisition and character development. However, previous studies have mainly examined specific aspects of Ibn Jamā‘ah’s educational thought, while comprehensive analyses integrating his educational ethics with contemporary educational perspectives remain limited. This article aims to analyze the educational ethics presented in Ibn Jamā‘ah’s Tazkiratu As-Sāmi‘ Wa Al-Mutakallim fī Adab Al-‘Ālim Wa Al-Muta‘allim and examine their relevance to contemporary education. Employing a qualitative library research design, this article utilizes content analysis and a hermeneutical approach to examine Ibn Jamā‘ah’s treatise as the primary source, complemented by relevant literature on Islamic education and educational ethics. The data analysis involves identifying, classifying, and interpreting ethical concepts within the text. The findings reveal four major dimensions of Ibn Jamā‘ah’s educational ethics: spiritual ethics emphasizing sincerity (ikhlāṣ) in seeking and transmitting knowledge, educator ethics emphasizing integrity, humility, and exemplary conduct (al-wara‘), learner ethics emphasizing self-discipline and character purification (tazkiyat al-nafs), and ethical responsibility toward learning resources and educational environments. These principles demonstrate relevance to contemporary educational discussions, particularly in character education, teacher professionalism, ethical learning environments, and ethical use of knowledge resources. This article contributes to Islamic educational scholarship by demonstrating the continuing relevance of Ibn Jamā‘ah’s educational ethics as a conceptual reference for understanding the ethical dimensions of contemporary educational practice
The Implementation of Cadre Halakah and The Internalization of Movement Values in Fostering Da‘Wah Awareness: A Case Study At Hidayatullah Bangkalan Ade Junaidi Rahmat; Ahsan Hakim
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 4 (2026): October - December
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i4.172

Abstract

This article examines the internalization of da‘wah movement values through halaqah-based cadre education at Hidayatullah Bangkalan. Previous studies on Islamic cadre education have largely focused on religious character formation and communication patterns, while limited attention has been given to how curriculum structure, murabbi-cadre interaction, and educational experiences contribute to the formation of da‘wah awareness. Employing a qualitative approach with a case study design, this article investigates the implementation of halaqah cadre education and the process of value internalization through observation, in-depth interviews, and documentation. Data were analyzed using data condensation, data presentation, and conclusion verification, with source and technique triangulation to ensure credibility. The findings reveal that halaqah-based cadre education is implemented through structured and continuous activities involving Qur’anic study, Bayani learning, self-evaluation (muhasabah), mentoring, habituation, and evaluation. The internalization of da‘wah movement values occurs through three stages: value transformation, value transaction, and value transinternalization. Through these stages, values such as discipline, trust, ukhuwah, sacrifice, responsibility, and commitment to da‘wah become integrated into cadre orientations and practices. The article highlights that da‘wah awareness is formed through an integrative educational process involving curriculum structure, murabbi exemplary conduct, interpersonal interaction, habituation, reflection, and practical da‘wah experiences. These findings contribute to Islamic education studies by illustrating halaqah as a cadre education model that connects knowledge transmission, value internalization, and da‘wah praxis.
Islamic Character Internalisation through PAI Teachers’ Practices: Developing Students’ Moral Agency amid Alcohol Consumption Culture Faiqotus Silvia Nabila; Khoiriyah Khoiriyah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 4 (2026): October - December
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i4.174

Abstract

Islamic character education faces challenges when students encounter social practices that contradict religious values. Alcohol consumption culture in community celebrations provides a context in which students negotiate between school-based Islamic values and observed social behaviours. This article examines how Islamic Religious Education (PAI) teachers internalise character values and contribute to the development of students’ moral agency in responding to alcohol consumption culture at wedding celebrations.Employing a qualitative approach with a case study design, this research was conducted in Sumberkare Village, Probolinggo Regency. Data were collected through observation, in-depth interviews, and documentation involving PAI teachers, school principals, students, religious leaders, community leaders, village officials, and community members. Data were analysed using Miles, Huberman, and Saldaña’s interactive model through data condensation, data display, and conclusion verification. The findings reveal that Islamic character internalisation occurs through value understanding, teacher role modelling, religious habituation, contextual learning, reinforcement, and mentoring. These processes enable students to transform religious knowledge into moral judgement and self-regulation when encountering social practices inconsistent with Islamic teachings. Alcohol consumption culture does not directly determine students’ behaviour but functions as a counter-value context that tests the consistency of internalised values. The findings highlight that PAI teachers act as mediators between school values and social realities by supporting students’ moral agency development. Islamic character education therefore extends beyond value transmission toward the cultivation of students’ capacity to evaluate, regulate, and maintain value-based choices within complex social environments.

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