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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 34 Documents
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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.

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