cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Benny Prasetiya
Contact Email
prasetiyabenny@gmail.com
Phone
+6285333337069
Journal Mail Official
prasetiyabenny@gmail.com
Editorial Address
Jalan Indragiri Gang I No 7A Kedopok , Probolinggo, Provinsi Jawa Timur, 67229
Location
Kab. probolinggo,
Jawa timur
INDONESIA
Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan
Published by Education Research Center
ISSN : 2460061X     EISSN : 30908752     DOI : https://doi.org/10.64540/paradigma
Core Subject : Education,
Education Mathematics Other
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN - (P-ISSN: 2460-061X | E-ISSN: 3090-8752) published by Media Nusantara/ ERC Konsultan Press. JDP (JURNAL DINAMIKA PENDIDIKAN) is a peer-reviewed, open-access academic journal that focuses on publishing high-quality research in the field of education. Our journal provides a platform for researchers, educators, and practitioners to contribute to the advancement of educational practices, policies, and technologies. We welcome manuscripts from diverse methodologies, including surveys, research & development, experimental research, and classroom action research. Our scope covers a wide array of topics aimed at enhancing and evaluating educational practices, such as: Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT PARADIGMA is committed to maintaining the highest standards of scholarly integrity. All submitted manuscripts undergo a rigorous double-blind peer review process, ensuring anonymity for both authors and reviewers. This process fosters an objective and unbiased evaluation of the submitted work, promoting academic excellence and the dissemination of innovative research findings.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
 1   2   3   4   5 
Konsep Pendidikan Karakter dalam Perspektif Al-Ghazali dan Relevansinya terhadap Pendidikan Modern Guntur Febri Tinanto; Burhan Abdullah; Ahmad fahrur rizal; Benny Prasetia
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/3tgd0p86

Abstract

This study examines the concept of character education from the perspective of Al-Ghazali and analyzes its relevance to modern educational paradigms. The research is based on a qualitative library approach, utilizing primary sources from Ihya’ ‘Ulum al-Din and supported by contemporary scholarly literature. Data were analyzed through content analysis combined with an analytical-comparative approach to identify key concepts and relate them to modern theories such as social-emotional learning and holistic education. The findings reveal that character education in Al-Ghazali’s framework is grounded in the concept of malakah (stable disposition of the soul), which is formed through continuous habituation, self-discipline, and spiritual purification (tazkiyat al-nafs). Character is not merely external behavior but an internalized moral structure that generates consistent ethical actions. The study also highlights the central role of educators as moral exemplars and emphasizes the inseparable relationship between knowledge and practice. Furthermore, the analysis demonstrates a strong conceptual correspondence between Al-Ghazali’s thought and contemporary educational approaches, particularly in the integration of cognitive, emotional, and spiritual dimensions. This study proposes an integrative framework of character education that bridges classical Islamic ethics and modern pedagogical models. The findings contribute to the development of a holistic and transformative paradigm of education that fosters not only intellectual competence but also moral and existential maturity.
Peran Kecerdasan Emosional Dan Kecerdasan Spiritual Sebagai Prediktor Empati Sosial Siswa Di SMK Muhammadiyah Berau Ziaul Rahman Baehaqi; Darul Ihsan; Ibnu Abbas; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/f78k4e94

Abstract

This study aims to analyze the role of emotional intelligence and spiritual intelligence as predictors of students’ social empathy at SMK Muhammadiyah Berau. This research employed a quantitative approach with a correlational method. The sample consisted of 50 students selected using proportional random sampling. Data were collected through Likert-scale questionnaires that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression analysis. The results showed that emotional intelligence and spiritual intelligence simultaneously had a significant effect on social empathy (Sig. = 0.000 < 0.05) with a coefficient of determination (R²) of 0.808, indicating that 80.8% of the variance in social empathy is explained by both variables. Partially, emotional intelligence had a positive and significant effect on social empathy (Sig. = 0.009), while spiritual intelligence showed a more dominant influence (Sig. = 0.000; β = 0.615). These findings indicate that students’ social empathy is shaped not only by emotional regulation abilities but also by the internalization of spiritual values. Therefore, integrating emotional and spiritual intelligence development into the learning process is essential in strengthening character education in vocational schools.
Analisis Nilai Pendidikan Tauhid Dalam Kitab Tanqih Al-Qaul Al-Hatsits Fi Syarh Lubab Al-Hadits Karya Syekh Imam Nawawi Al-Jawi Al-Bantani Dan Aktualisasinya Pada Konteks Pendidikan Islam Modern Wildan Maulana Alkirom; Muhammad Fodhil
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/xsnmf932

Abstract

Tauhid constitutes the fundamental foundation of Islamic education, serving to shape students’ faith orientation, attitudes, and behavior. However, in modern educational practice, the internalization of tawhid values has often not been integrated in a comprehensive and contextual manner. This study aims to analyze the educational values of tawhid contained in the book Tanqih al-Qaul al-Hatsits fi Syarh Lubab al-Hadits by Shaykh Imam Nawawi al-Jawi al-Bantani and to examine their actualization within the context of modern Islamic education. This research employs a qualitative approach with library research as its method. The object of the study is the text of Tanqih al-Qaul al-Hatsits, with data collected through document analysis, while data analysis is conducted using descriptive-interpretative content analysis. The findings indicate that the book contains tawhid educational values encompassing faith in Allah’s asmā’ wa ṣifāt, belief in qaḍā’ and qadar, the attitude of tawakkul, and conviction in the wisdom of divine decrees, all of which contribute to the formation of moral awareness, spiritual resilience, and mature attitudes. The actualization of these values in modern Islamic education can be realized through the integration of tawhid into the curriculum, learning processes, and student character development. This study concludes that the tawhid educational values contained in the book are relevant and significant as a foundation for developing holistic and transformative Islamic education.  
INTERNALISASI NILAI ADAB SISWA MENURUT AL-GHAZALI DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK Zulfa Istinwaro Holik; Yuliana; Bunga Dewi; Benny Prasetiya
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/95jagb76

Abstract

This study aims to examine the concept of internalizing moral values (adab) according to Al-Ghazali and to identify its implications for the character formation of students in the contemporary era. Background: of this research stems from the importance of adab as a foundational element of education according to Imam Al-Ghazali. In light of the rampant moral degradation observed in students during the modern era, Al-Ghazali's ideas are deemed relevant in reinforcing educational objectives that emphasize not only intellectual abilities but also character formation, spirituality, and noble personality. Method: This research employs a literature review method with content analysis of Al-Ghazali's primary works such as "Ihya’ Ulumuddin" and "Ayyuha al-Walad," as well as pertinent secondary references. A source triangulation technique is used to ensure the validity of the findings through the comparison of various classical and contemporary literature. Results: The study indicates that the internalization of adab can be achieved through habituation, exemplary behavior, purification of the soul (tazkiyatun nafs), self-control, and fostering a respectful relationship between teachers and students. Key moral values, such as sincerity in learning, discipline, respect for teachers, and strengthening of spirituality, are essential in comprehensively shaping students' characters. Al-Ghazali's thoughts also prove relevant as solutions to moral issues in the digital age and globalization. Conclusion: The research emphasizes that character education based on Al-Ghazali's adab is critical in cultivating students who are morally upright, knowledgeable, and emotionally as well as spiritually mature. The internalization of adab is not only vital within the school context but also requires the roles of families and communities to establish a holistic educational ecosystem.
Transformasi Lembaga Pendidikan Islam Indonesia di Era Artificial Intelligence (AI): Analisis Filosofis terhadap Perubahan Paradigma Pendidikan Hakiki, Darul Qutni; Ilham Kamaruddin; Hamdan Saleh; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/xefyee16

Abstract

This study aims to analyze the transformation of Islamic educational institutions in the era of Artificial Intelligence (AI) through a philosophical approach encompassing ontological, epistemological, and axiological dimensions. This research employs a qualitative method with a library research design, analyzing relevant academic literature on AI and Islamic education. The findings reveal that AI does not merely introduce technical changes but also generates fundamental implications for the paradigm of Islamic education. Ontologically, humans possess a spiritual dimension and moral responsibility as khalifah, whereas AI is a material artifact lacking consciousness and existential capacity. Epistemologically, AI knowledge is computational and data-driven, while Islamic education views knowledge as an integration of revelation, reason, and empirical experience, encompassing meaning and value. Axiologically, AI is not value-neutral but reflects instrumental goals, whereas Islamic education is oriented toward moral formation and transcendental objectives. The study implies that the integration of AI in Islamic education must be positioned as a means (wasilah), not an end (ghayah). Therefore, the transformation of Islamic educational institutions should reinforce the principles of tawhid, adab, and moral responsibility, ensuring that technological advancement does not shift the ultimate goal of education, which is the formation of knowledgeable, faithful, and virtuous individuals.
Pengaruh Internalisasi Budaya Disiplin Berbasis Nilai Islam dan Peran Wali Kelas terhadap Perilaku Santun Siswa SMPN 1 Kotagajah, Lampung Tengah Az Zahra, Afifah Az Zahra; Gumilang, Ratih Gumilang; Muhammad Rifai; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/7fshj715

Abstract

This study aims to analyze the influence of the internalization of Islamic values-based discipline culture and the role of homeroom teachers on the polite behavior of students at SMPN 1 Kotagajah, Central Lampung. The approach used is quantitative with a causal-associative survey design. The research sample consisted of 194 grade VIII students who were selected through probability sampling techniques. The results of multiple regression analysis showed that the discipline culture based on Islamic values and the role of homeroom teachers simultaneously had a significant effect on students' polite behavior, with the contribution of each variable to student polite behavior of 34%. These findings confirm that the internalization of Islamic values in the school discipline culture and the active role of homeroom teachers in character development have a positive impact on shaping students' polite behavior. This research is expected to contribute to the development of character education in public schools by effectively integrating religious values and the role of the supervisor.
Empathy-Based Moral Education: A Comparative Study of Al-Attas’s Concept of Taʼdib and Hasan Al-Banna’s Concept of Tarbiyah from a Literature Review Perspective Yulis Sutiani Sutiani; Mastora; Chusnul Khotimah Chotimah; Benny Prasetya
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/ztg0p217

Abstract

Moral education in Islamic schools faces complex challenges amid globalisation, digital culture, value pluralism, and the weakening of students’ social-emotional awareness. This article presents a systematic conceptual literature review comparing Syed Muhammad Naquib Al-Attas’s concept of taʼdib and Hasan Al-Banna’s concept of tarbiyah as theoretical foundations for empathy-based moral education. Using an adapted systematic review protocol, relevant primary and secondary sources were identified, screened, and analysed thematically to examine the conceptual foundations, pedagogical implications, and points of convergence and divergence between the two thinkers. The findings show that taʼdib provides a strong epistemological and spiritual foundation for the formation of adab, moral consciousness, and proper recognition of human dignity, whereas tarbiyah offers a more operational communal framework through ukhuwwah, habituation, halaqah, and social responsibility. The main contribution of this article is an integrative model of Islamic empathic moral education that connects worldview formation, the internalisation of adab, relational practice, social-emotional learning, and reflective social action. This model strengthens Islamic moral education by combining philosophical depth with pedagogical strategies that can be implemented in contemporary Islamic schools.
Internalisasi Maslahat Dalam Pendidikan Islam:Telaah Atas Pemikiran Al-Shatibi Hanafi; Munawir; Abdul Haris; Siti Mahmudah Noorhayati
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/aqfqdd03

Abstract

This study examines the internalization of maslahat values in Islamic education through the framework of maqashid al-shariah formulated by Abu Ishaq al-Shatibi. Contemporary Islamic education encounters various challenges, including moral decline, materialistic tendencies, extremism, and the weakening of intellectual and spiritual traditions, which highlight the need for an educational paradigm oriented not merely toward knowledge transmission but also toward the cultivation of values and public benefit. This study aims to analyze al-Shatibi’s concept of maslahat and formulate its relevance to the reconstruction of contemporary Islamic education. Employing a qualitative approach through library research, the study analyzes primary sources, namely al-Muwafaqat fi Ushul al-Shariah and al-I’tisham, supported by secondary sources consisting of scholarly books and journal articles on maqashid al-shariah and Islamic education published between 2020 and 2025. Data were examined using descriptive, analytical, and critical approaches within the perspective of Islamic educational philosophy. The findings demonstrate that maslahat, particularly through the framework of al-kulliyyat al-khams, provides a comprehensive philosophical foundation for Islamic education. Its internalization can be realized through four interconnected dimensions: educational objectives and philosophy, an integrated curriculum based on al-kulliyyat al-khams, dialogical-reflective pedagogical methods, and educational environments that nurture the values of maslahat. The novelty of this study lies in the formulation of an integrative model of maslahat internalization based on al-Shatibi’s maqashid al-shariah, connecting philosophical, curricular, pedagogical, and socio-cultural dimensions into a coherent educational framework. This study concludes that maqashid-based Islamic education contributes to the formation of learners who possess intellectual competence, moral integrity, and social responsibility in responding to contemporary challenges.
Peran Unsur-Unsur Pendidikan Islam dalam Membentuk Karakter Peserta Didik Menurut Pemikiran Al-Ghazali Pusparini; Maimunah; Eny Ratna Purwanti; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/4qtddn23

Abstract

Islamic education has the primary objective of shaping human beings with noble character who are capable of carrying out their roles as servants of Allah and caliphs on earth. From Al-Ghazali’s perspective, education is not merely a process of transferring knowledge, but also a process of purifying the soul (tazkiyatun nafs) and developing moral character. This study aims to analyze the role of the components of Islamic education in shaping students’ character based on Al-Ghazali’s educational philosophy. This research employs a qualitative method using a library research approach. The data were collected from books, journals, scientific articles, and other literature related to Islamic educational philosophy and Al-Ghazali’s thoughts. The findings reveal that the components of Islamic education, such as educational objectives, educators, students, curriculum, teaching methods, educational environment, and evaluation, are closely interconnected in shaping students’ character. According to Al-Ghazali, educators must serve as moral role models, while students are required to uphold proper manners (adab) in seeking knowledge. The curriculum of Islamic education should emphasize a balance between religious and general sciences and be directed toward the formation of noble character. Educational methods such as exemplary behavior, habituation, advice, and spiritual exercises become the primary means of character building. By implementing the components of Islamic education based on Al-Ghazali’s philosophy, students are expected to become individuals who are faithful, knowledgeable, and possess noble moral.
Pengaruh Kurikulum Berbasis Nilai Karakter Dan Empati Emosional Terhadap Kepedulian Sosial Siswa di MA Annajah Bekasi Faiqotus Silvia Nabila Nabila; Samsimah; Saepul Malik; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/828sr687

Abstract

This research was carried out to investigate the influence of a character value-based curriculum and emotional empathy on the social awareness of students at MA Annajah Bekasi. The background of this study was the decline in students’ concern for social issues due to the impact of globalisation and the rapid growth of digital technology, which have gradually changed adolescents’ patterns of communication and interaction in everyday life. The study used a quantitative approach with a correlational research design. The participants were Year 11 students at MA Annajah Bekasi, and the sample was selected through a simple random sampling method. Data were gathered using a Likert-scale questionnaire consisting of 36 statements related to the implementation of character education, emotional empathy, and students’ social awareness. The collected data were analysed through multiple linear regression analysis. The findings demonstrated that the character value-based curriculum and emotional empathy had positive and significant effects on students’ social awareness. In addition, both variables simultaneously contributed strongly to improving students’ attitudes and awareness towards their social environment. Therefore, strengthening character education and emotional empathy can be considered an effective strategy to develop students’ social responsibility and positive behaviour in school life.  

Page 4 of 5 | Total Record : 44

 1   2   3   4   5 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2026): NOVEMBER Vol. 12 No. 1 (2026): MEI Vol. 11 No. 2 (2025): NOVEMBER Vol. 11 No. 1 (2025): MEI