Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam

An Analysis of Educational Values in Surah An-Nisa: A Thematic Approach Through the Lens of Tafsir Ibn Kathir

Sumarno Sumarno, Alfina Wildatul Fitriyah, Rifda Izza — Thu, 29 May 2025 10:16:48 +0000

This study investigates the educational values embedded in Surah An-Nisa using a thematic approach (maudhū‘ī) and refers primarily to Tafsir Ibn Kathir as a classical exegetical source. The background of this research lies in the urgent need to reintegrate Qur’anic values into the contemporary education system, particularly in light of growing moral crises and the erosion of ethical standards among students. The study aims to explore how Surah An-Nisa, as a chapter rich in legal and social injunctions, contributes to the Islamic educational framework through the lens of classical interpretation. This research employs a qualitative method with a library research approach, where data is collected from primary sources such as the Qur’an and Tafsir Ibn Kathir, alongside secondary sources including books, scholarly articles, and other relevant references on Islamic education. The analysis is conducted thematically by identifying verses that contain educational implications and interpreting them based on the exegetical insights of Ibn Kathir. The findings reveal that Surah An-Nisa offers a wide range of educational values such as justice, gender equity, family integrity, social responsibility, protection of vulnerable groups, and obedience to divine law. These values, as elaborated in Tafsir Ibn Kathir, serve not only as religious commandments but also as moral and social principles that can shape individual behavior and communal harmony. The study concludes that these values are highly relevant for contemporary educational practices and should be integrated into modern Islamic curricula to nurture holistic and ethical learners.

Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum

Moh Alwi Yusron — Thu, 29 May 2025 10:17:18 +0000

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.

The Concept of Spiritual Education in the Thought of Said Nursi

Asrori Asrori — Thu, 29 May 2025 10:17:38 +0000

Modern education today faces a crisis of values due to the dominance of secular and materialistic paradigms, which neglect the spiritual dimension of learners. In this context, the thoughts of Bediuzzaman Said Nursi offer a valuable conceptual alternative through a spiritual education framework that integrates religious sciences with modern knowledge. This study aims to explore in depth the concept of spiritual education in Said Nursi’s thought and its relevance to the development of contemporary Islamic educational curricula. The research employs a qualitative method with a library research approach, critically analyzing Nursi’s primary works—particularly the Risale-i Nur—as well as relevant secondary academic literature. The results of the study indicate that spiritual education according to Nursi is a process of shaping faith, character, and divine consciousness involving the intellect, heart, and soul. He proposes a holistic model of education that integrates medrese (religious schools), mektep (modern secular schools), and tekke (Sufi institutions), emphasizing key spiritual values such as acz (powerlessness), faqr (poverty), shafqat (compassion), and tafakkur (contemplation). This concept contributes significantly to the development of an Islamic curriculum that balances spiritual and intellectual aspects. The findings affirm that Said Nursi's thought is highly relevant to addressing contemporary educational challenges and can serve as a foundation for reconstructing a tawhid-based Islamic education curriculum grounded in spiritual values.

Integration of Knowledge and Religion in the Perspective of Islamic Education: A Comparative Study of the Thoughts of Al-Attas and Fazlur Rahman

Muwahidah Nur Hasanah, Abdul Jabar Idharudin, Wibawati Bermi — Thu, 29 May 2025 10:18:34 +0000

Contemporary Islamic education is facing a serious challenge in the form of a dichotomy between religious and secular sciences, which has led to an epistemological crisis and moral decline in the learning process. The integration of knowledge and religion has become an urgent agenda in order to develop an educational system that is not only rational and scientific but also spiritual and ethical. This study aims to critically analyze and compare the ideas of integration of knowledge and religion in the thoughts of two major Muslim scholars: Syed Muhammad Naquib al-Attas and Fazlur Rahman, and to assess their relevance to the development of Islamic education in Indonesia. This research uses a qualitative approach through library research, focusing on primary and secondary works by both scholars, as well as supporting literature in Islamic education, Islamic epistemology, and integrated knowledge. The data were analyzed using descriptive-comparative methods to reveal the similarities, differences, and educational implications of their ideas. The findings show that Al-Attas emphasizes the Islamization of knowledge and the cultivation of adab (ethics) as the foundation of integration, using a metaphysical and normative approach. In contrast, Fazlur Rahman promotes a hermeneutical-contextual methodology through his double movement theory, highlighting ethical interpretation and the response of revelation to social reality. Despite their different approaches, both agree on the urgency of integrating knowledge and religion to form a holistic human being (insān kāmil) in Islamic education. This study concludes that the integration models of Al-Attas and Rahman are highly relevant for addressing the dualism in Indonesia’s Islamic education system. It is therefore recommended that their concepts be selectively and contextually adopted in curriculum development, teacher training, and the formulation of educational visions based on adab, ethics, and epistemological integrity.

The Educational Thought of KH. Hasyim Asy’ari: A Study of the Book Adabul 'Alim wal Muta'allim

Syarifah Syarifah — Thu, 29 May 2025 10:19:29 +0000

This study aims to explore the educational thought of KH. Hasyim Asy’ari as presented in his book Adabul ‘Alim wal Muta’allim, focusing on the fundamental educational concepts developed within the work and their relevance to contemporary Islamic education. The research employs a library research approach, where data is gathered from primary texts related to KH. Hasyim Asy’ari’s thought and relevant literature. Descriptive-qualitative analysis is used to uncover the educational values contained in the book and to examine their application in the modern educational context. The findings reveal that KH. Hasyim Asy’ari emphasized the importance of adab (etiquette), sincere intention, and respect for teachers as the main pillars of the educational process. His thoughts integrate both intellectual and moral aspects, with the goal of forming individuals who are knowledgeable and morally upright. Additionally, the educational values in Adabul ‘Alim wal Muta’allim are highly relevant to the challenges of contemporary education, especially in strengthening character and shaping the morals of students. The study also shows that KH. Hasyim Asy’ari’s ideas make a significant contribution to the development of Islamic education curricula, emphasizing the integration of knowledge and ethics in teaching and learning. This research contributes to a deeper understanding of traditional Islamic education and its relevance in modern educational contexts. The findings provide a basis for developing a more holistic educational model rooted in spiritual and moral values.

Learning Methods in the Book Ta’lim al-Muta’allim by Az-Zarnuji: A Study of Classical Islamic Educational Thought

Ndaru Putri Yudhiarti, Nur arofah tis'ina, Itsna Rusydiana — Thu, 29 May 2025 10:19:56 +0000

The book Ta’lim al-Muta’allim by Az-Zarnuji remains a foundational text in the realm of Islamic education. This classical work offers a comprehensive discussion of ethical, spiritual, and methodological aspects of the learning process in Islam. The present study is motivated by the need for Islamic pedagogical models that go beyond cognitive development and also emphasize character formation and proper student conduct. The objective of this research is to explore the educational methods presented in Ta’lim al-Muta’allim and analyze their relevance to contemporary Islamic education. This study employs a qualitative approach using library research methods. Data were gathered through an in-depth textual analysis of Ta’lim al-Muta’allim and supported by classical and modern Islamic educational literature. The data were analyzed thematically to identify the core values, learning strategies, and pedagogical principles emphasized by Az-Zarnuji. The findings reveal that Ta’lim al-Muta’allim promotes learning methods that begin with sincere intention, the careful selection of teachers and companions, and the cultivation of proper etiquette toward knowledge, teachers, and peers. Its learning strategies—such as i’adah (repetition), tikrar (intensive review), taammul (deep reflection), and munazharah (discussion)—show strong alignment with modern pedagogical approaches. Moreover, personal virtues such as patience, humility (tawadhu’), piety (wara’), and trust in God (tawakkul) are deemed essential for student development. This study concludes that Az-Zarnuji’s educational philosophy remains highly relevant for character-based and spiritual education in modern Islamic learning environments.

An Analysis of Educational Values in the Book At-Tarbiyah al-Islamiyyah wa Falasifatuha by Muhammad ‘Athiyah al-Abrasyi

saiful Anwar — Thu, 29 May 2025 10:20:16 +0000

Classical Islamic educational thought has made significant contributions to the development of an education system rooted in moral, spiritual, and intellectual values. One of the prominent figures in this field is Muhammad ‘Athiyah al-Abrasyi, whose work At-Tarbiyah al-Islamiyyah wa Falasifatuha presents profound ideas regarding the aims, principles, and methods of Islamic education. This study aims to analyze the educational values contained in the book and examine their relevance to contemporary Islamic education. This research employs a qualitative approach using the library research method. The primary source is al-Abrasyi’s original work, supported by secondary sources including books, journals, and previous studies. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings reveal that the core values of education in al-Abrasyi’s perspective include moral education as a fundamental pillar, balanced preparation for both worldly and hereafter life, and the holistic development of individual potential. Furthermore, he emphasizes contextually appropriate educational methods such as advice, exemplary conduct, and moral evaluation. Al-Abrasyi’s ideas remain highly relevant to contemporary Islamic education, particularly in integrating Islamic values into curricula, affirming the teacher’s role as a moral model, and developing adaptive yet value-oriented curricula.

Strengthening Islamic Character Education in the Perspective of the Merdeka Curriculum

Darmanto Darmanto, Fatimatul Asroriah, Istiqomah Istiqomah — Thu, 29 May 2025 10:20:35 +0000

The character crisis among today’s young generation has become a serious concern in the field of education, particularly within Islamic education. The Merdeka Curriculum, as the latest educational policy in Indonesia, offers flexibility and a value-based approach that is considered promising for strengthening Islamic character education in schools. This study aims to explore and analyze the relationship between the Merdeka Curriculum and the reinforcement of Islamic character education, both conceptually and in practical implementation. This research employs a qualitative approach using the library research method. Data were collected through literature reviews of books, scientific journals, policy documents, and educational practice reports relevant to the topic. The analysis was conducted descriptively and analytically by linking Islamic educational theory with national curriculum policies. The findings indicate that the Merdeka Curriculum contains characteristics that support the internalization of Islamic values, such as differentiated learning, character-strengthening projects through the Pancasila Student Profile, and contextual space for religious values in the learning process. Best practices observed in Islamic-based schools show that teacher role modeling, religious routines, and parental collaboration play essential roles in shaping students' Islamic character. This study concludes that the Merdeka Curriculum provides a strategic opportunity to revitalize Islamic educational values holistically and in line with contemporary educational challenges.