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Al-hikmah : International Journal of Islamic Studies
Published by Education Research Center
ISSN : -     EISSN : 31099688     DOI : https://doi.org/10.64540/alhikmah
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Environmental Science Other
Al-Hikmah: International Journal of Islamic Studies is a peer-reviewed, open-access academic journal that focuses on the study and development of Islamic thought and civilization across disciplines. Published biannually, the journal serves as a platform for scholars, researchers, and practitioners around the world to share ideas, engage in critical discourse, and contribute to the enrichment of Islamic knowledge in a contemporary context. The journal welcomes original research articles, conceptual papers, and review studies that examine Islam from theological, philosophical, sociological, historical, legal, educational, and cultural perspectives. Al-Hikmah is committed to maintaining academic excellence, intellectual integrity, and global relevance in the field of Islamic Studies.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 44 Documents
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Religious Humanism In Islamic Education: A Comparative Study Of The Thoughts Of Abdurrahman Wahid And Nurcholish Madjid And Its Implications For Multicultural Education In Indonesia Muhammad Masyhuri; Jalaluddin Suyuthi Winulyo; Benny Prasetya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/bwe5hh57

Abstract

This study aims to analyse the conceptual construction of religious humanism in Islamic education as an integrative paradigm between divine and human values. It is motivated by the epistemological dichotomy between theocentric and anthropocentric approaches in educational praxis, which often results either in a normative-dogmatic orientation lacking social sensitivity or, conversely, in a humanistic approach detached from transcendental foundations. Employing a qualitative design based on library research, this study utilises a descriptive-critical analysis of relevant primary and secondary sources. The findings demonstrate that religious humanism in Islamic education affirms the integration of the values of tawhid (divine unity), justice, compassion, and respect for human dignity as beings endowed with an innate disposition (fitrah). This paradigm positions learners as active subjects who possess spiritual, intellectual, and social potential that must be developed holistically. Islamic education grounded in religious humanism is oriented not merely towards the transmission of knowledge, but also towards character transformation and the cultivation of ethical and spiritual consciousness. Thus, religious humanism functions as both a normative and practical framework that remains relevant in addressing the challenges of modernity while preserving the authenticity of Islamic values within the educational system.
The Concept of Reward and Punishment in Child Education: A Comparative Study between Ibn Sahnun and B.F. Skinner Jadmiko Aji; Fajhri Prima Vandhi; Antony Mahendra; Benny Prasetya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/mwhqb118

Abstract

This study examines the concepts of reward and punishment in child education through a comparative analysis between Muhammad Ibn Sahnun and B.F. Skinner. The study is motivated by the growing crisis of punitive educational practices in contemporary schools, where disciplinary systems are often criticized for being excessively punitive, psychologically harmful, and ineffective in promoting long-term behavioral transformation. Using a qualitative method with a library research approach and a philosophical-comparative perspective, this research analyzes Ibn Sahnun’s Adab al-Mu‘allimin and B.F. Skinner’s Science and Human Behavior as primary sources. The findings reveal that both thinkers acknowledge the importance of behavioral formation through educational intervention; however, they differ fundamentally in their philosophical foundations and educational orientations. Skinner approaches reward and punishment through behavioristic psychology, emphasizing reinforcement, environmental conditioning, and observable behavioral outcomes. In contrast, Ibn Sahnun frames discipline within an ethical-spiritual paradigm aimed at cultivating moral character, religious consciousness, and child welfare. Both perspectives reject arbitrary and excessive punishment, emphasizing corrective and educational discipline instead. Furthermore, this study finds that the integration of Skinner’s behavioral strategies with Ibn Sahnun’s ethical and spiritual principles offers a more balanced framework for contemporary child education. Such integration contributes to the development of educational systems that are not only effective in shaping behavior but also attentive to children’s dignity, emotional well-being, and moral development.
The Effect of the Internalization of Tarjih Verdict on the Practice of Ablution and Prayer of Muhammadiyah Residents PCM Pucuk Mubarok Mubarok; M. Mubin mubin; Moh. Sholeh; Imam Prihardiyanto; Muhammad Alfi Syahrin
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/qcvjbs50

Abstract

This study aims to analyze the influence of the Intensity of the Study of the Tarjih Decision Association (HPT) and the Internalization of Tarjih Decision on the Practice of Ablution and Prayer of Muhammadiyah residents at PCM Pucuk Lamongan. This study uses a quantitative approach with a survey method. The research sample amounted to 100 respondents, and the data were analyzed using multiple linear regression with the help of SPSS version 26. The results showed that the intensity of HPT Study and the Internalization of Tarjih Verdicts simultaneously had a positive and significant effect on the practice of Ablution and Prayer, with an F value of 78.114 and a significance of p < 0.001. The R Square value of 0.611 indicates that 61.1% of the variation in the practice of Ablution and Prayer can be explained by these two variables, while the remaining 38.9% is influenced by other factors outside the research model. Partially, the intensity of the HPT study had a positive and significant effect on the practice of ablution and prayer with a regression coefficient of 0.421, a t-value of 5.198, and p < 0.001. The internalization of the Tarjih Decision also had a positive and significant effect with a regression coefficient of 0.536, a t-value of 5.718, and p < 0.001. This finding confirms that the effectiveness of HPT in shaping the practice of community worship is not only determined by the intensity of the study, but also by the depth of internalization of the value of tarjih in the religious life of Muhammadiyah residents.
The Effect Of Social Media Use Intensity And Digital Ethics Education On Cyberbullying Behavior Among Students Of Sman 2 Mesuji Makmur Luklu&#039;ul Islamiyati; Sakti Cahyo Nugroho; Mamud Adaem; Muhammad Alfi Syahrin
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9paa9722

Abstract

This study examines the effect of social media use intensity and digital ethics education on students' cyberbullying behavior at SMAN 2 Mesuji Makmur. A quantitative correlational approach was employed with 100 students selected through proportionate stratified random sampling using the Slovin formula. Data were collected via a Likert-scale questionnaire and analyzed using multiple linear regression, t-test, F-test, and coefficient of determination. Results indicate that social media use intensity has a positive and significant effect on cyberbullying behavior (β = 0.309; t = 3.821; p = 0.0002), meaning higher usage intensity correlates with increased cyberbullying tendency. Digital ethics education has a negative and significant effect (β = −0.429; t = −5.465; p = 0.0000), indicating that stronger digital ethics understanding reduces cyberbullying behavior. Simultaneously, both variables significantly influence cyberbullying behavior (F = 24.721; p = 0.000), explaining 32.4% of its variance. The remaining 67.6% is attributed to other factors such as self-control, peer environment, parental supervision, and empathy. These findings suggest that cyberbullying prevention requires a dual approach: regulating social media usage patterns and systematically integrating digital ethics education into school culture.  
Analysis of Maternal Figure Resilience in Islamic Literature onChildren’s Character Formation Through Spiritual Parenting Faiqotus Nabila; Samsimah; Saepul Malik; Benny Prasetiya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/6x04e724

Abstract

Social transformation in the modern era, driven by rapid digital technological development, individualistic lifestyles, and weakened emotional interaction within families, has contributed to various moral and psychological problems among children.In this context, the family, especially the mother, plays a central role in shaping children’s character through the internalisation of spiritual and moral values. This study aims to analyse the concept of maternal resilience in Islamic literature, examine the principles of spiritual parenting, and identify their relevance to children’s character formation in contemporary society. The research employs a qualitative approach using library research and a contextual hermeneutic method to interpret values derived from the Qur’an, hadith, and Islamic educational literature. Data analysis was conducted through data reduction, thematic categorisation, hermeneutic interpretation, and conceptual synthesis. The findings reveal that maternal resilience in Islam is understood not only as the ability to cope with life’s challenges but also as spiritual endurance rooted in the values of ṣabr (patience), tawakal (trust in God), gratitude, compassion, and sincerity. These values form the foundation of spiritual parenting, enabling the development of religious, adaptive, empathetic, and morally virtuous children amidst the challenges of modernity.  
Digital Literacy And Self-Control As Predictors Of Students’ Media Ethics At SMP Negeri 3 Pekalongan Chusnul Chotimah; Yulis Sutiani; Mastora; Muhammad Alfi Syahrin
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/9gqr8912

Abstract

The rapid development of digital transformation has significantly influenced students’ behavior in using social media and digital technology. The increasing occurrence of unethical digital communication, cyberbullying, hoax dissemination, and impulsive behavior on social media highlights the importance of strengthening digital literacy and self-control in shaping students’ media ethics. This study aimed to analyze the influence of digital literacy and self-control on students’ media ethics at SMP Negeri 3 Pekalongan. This study employed a quantitative approach with a correlational research design. The population consisted of students actively using digital media, with 92 respondents selected through proportional random sampling using the Slovin formula. Data were collected using a Likert-scale questionnaire and analyzed using IBM SPSS Statistics version 26 through classical assumption tests, multiple linear regression, t-tests, F-tests, and coefficient of determination analysis. The findings revealed that digital literacy and self-control had a positive and significant influence on students’ media ethics both partially and simultaneously. The coefficient of determination value of 0.525 indicated that both variables contributed 52.5% to students’ media ethics, while the remaining percentage was influenced by other variables outside the study. This study emphasizes that strengthening digital literacy and self-control is an essential strategy in developing a healthy, ethical, and responsible digital culture among students in the era of digital transformation.
The Concept Of Moral Character Formation According To Al-Ghazali And Its Implementation In Modern Education Hanafi; Munawir; Abdul Haris; Benny Prasetiya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/2657dp55

Abstract

This study analyzes Al-Ghazali's concept of moral formation and reconstructs its relevance for contemporary education. The background is the growing moral crisis in modern society, characterized by character degradation, value disorientation, weak self-control, and the dominance of materialistic and pragmatic orientations in educational practices. This study employs a qualitative approach with a library research design. Primary sources consist of Al-Ghazali's principal works Ihya' 'Ulum al-Din, Ayyuha al-Walad, and Mizan al-'Amal supplemented by scholarly books, journal articles, and studies on moral and Islamic education. Data were analyzed through content analysis and philosophical-hermeneutical interpretation. The findings reveal that moral formation, according to Al-Ghazali, is not merely external behavioral regulation but an internalized disposition embedded within the soul, from which virtuous actions emerge naturally and consistently. Moral education must therefore be cultivated through tazkiyat al-nafs, mujahadah, riyadhah, habituation of virtuous conduct, exemplary role modeling, and the integration of knowledge and action. Al-Ghazali's thought offers a humanistic-spiritual educational paradigm integrating intellectual, moral, emotional, and spiritual dimensions. In the context of modern education, this paradigm is highly relevant for strengthening character education, religious school culture, ethical digital behavior, and holistic student development. The study concludes that Al-Ghazali's moral educational philosophy provides a transformative conceptual foundation for reconstructing contemporary Islamic education amid the moral and spiritual challenges of the digital era.
Strengthening Generation Z’s Religious Character through Technology-Based Islamic Religious Education Learning Ade Junaidi Rahmat; Fathullah GZ; Saifuddin; Benny Prasetiya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/pcwfkf40

Abstract

The development of digital technology has significantly transformed the life and learning patterns of Generation Z, particularly in shaping religious character. Technology offers broad access to information and Islamic learning resources, yet it also creates challenges, including misinformation, social media influence, weak digital religious literacy, and declining internalization of religious values. This study aims to analyze strategies for strengthening the religious character of Generation Z through technology-based Islamic Religious Education (PAI) learning. It employs a literature review method with a qualitative-descriptive approach. Data were collected from relevant national and international journals published between 2021 and 2026 and analyzed using content analysis. The findings indicate that PAI plays a strategic role in developing religious character by integrating Islamic values with digital technology. Effective strategies include the use of Learning Management Systems (LMS), gamification, educational social media, and technology-based Project Based Learning (PjBL). These strategies can be implemented through blended learning, digital mentoring, religious digital content development, and evaluations covering cognitive, affective, and behavioral aspects. This study proposes an integrative model consisting of Islamic value internalization, educational technology use, supportive learning environments, and digital religious habituation to form religious, noble, and adaptive Generation Z learners.
Islamic Educational Philosophy as a Foundation for Character Education in Schools Reno Aji Prayitno; Ali Patoni; Mufid Renov Maradika; Siti Mahmudah Noorhayati
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/40wy3269

Abstract

Character education has become a central concern in contemporary education due to increasing moral, social, and technological challenges among learners. Various problems such as declining discipline, dishonesty, weak responsibility, low social concern, and identity crises indicate that education should not only emphasize cognitive achievement but also strengthen moral and spiritual formation. This study aims to analyze Islamic educational philosophy as a foundation for character education in schools through ontological, epistemological, and axiological perspectives. This research employs a qualitative approach using library research. Data were obtained from books, scholarly journal articles, legal documents, and relevant academic sources related to Islamic educational philosophy and character education. The data were analyzed through content analysis and philosophical interpretation. The findings show that Islamic educational philosophy provides a comprehensive framework for character education through the concepts of tawhid, fitrah, akhlaq, and insan kamil. Ontologically, learners are viewed as human beings endowed with moral potential. Epistemologically, Islamic education integrates revelation, reason, and experience. Axiologically, noble character is positioned as the ultimate goal of education. This study contributes to the development of Islamic values-based character education that is holistic, integrative, and relevant to the digital era.
The Sociology Of Islamic Education In Shaping Learners' Social Behavior: A Theoretical Perspective Of Peter L. Berger Salsabiila Roudlotul Firdaus; Ommar Sharief; Tarjono; Benny Prasetiya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/0avgrp03

Abstract

The moral degradation and declining social empathy among students in the disruption era require Islamic educational institutions to move beyond their traditional role as centers of doctrinal knowledge transmission and function as effective agents of socialization. This study examines the role of the sociology of Islamic education in shaping students’ social behavior through the perspective of Peter L. Berger’s social construction of reality theory. Using a qualitative approach with a library research design, data were collected from reputable books and scholarly journals. Data validity was ensured through source and theory triangulation, while analysis was conducted using content analysis techniques involving data reduction, concept classification, interpretation, and conclusion drawing.The findings reveal that the formation of Islamic social behavior is a continuous dialectical process encompassing three stages. First, externalization occurs when educators articulate religious values through exemplary conduct (uswah hasanah). Second, objectivation involves institutionalizing these values within school culture, regulations, and the hidden curriculum. Third, internalization refers to students’ absorption of these objective realities into their subjective consciousness, resulting in moral habituation. The study concludes that students’ social behavior is shaped through institutional sociological processes that integrate these three dialectical stages.

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