Muaddib: International Journal of Islamic Teaching and Learning

Reconstruction of the Problematics of Islamic Education at Dr. M. Natsir Islamic Boarding School from the Perspective of Islamic Educational Philosophy

2026-01-10T14:57:44+00:00

This study aims to examine and reconstruct the problems of Islamic education at Dr. M. Natsir Islamic Boarding School from the perspective of contemporary Islamic educational philosophy. This research employs a qualitative approach using a case study design, conducted through in-depth interviews, participant observation, and documentation studies involving pesantren leaders, teachers, curriculum managers, and students. Data were analyzed thematically using the framework of Islamic educational philosophy encompassing ontological, epistemological, and axiological dimensions.

The findings indicate that the main problem of Islamic education in this pesantren does not lie in the backwardness of its educational system, but rather in excessive modernization that weakens the classical scholarly traditions of the pesantren. Such modernization has led to a shift in educational goals, the weakening of traditional modes of knowledge transmission, reduced intensity of tur?? (classical Islamic texts) studies, and the erosion of scholarly ethics (adab) among students.

Based on these findings, the study recommends reconstructing pesantren Islamic education by reaffirming the goal of tafaqquh f? al-d?n (deep understanding of religion) and the formation of ethically grounded individuals, revitalizing traditional pesantren learning methods, and integrating modernity proportionally as a supportive instrument in education. The implications of this research are expected to serve as a conceptual foundation for developing an integrative pesantren education model rooted in Islamic intellectual tradition while remaining relevant to contemporary educational challenges.

An Analysis of Supporting and Inhibiting Factors in Strengthening Religious and Moral Values in Orphanages

2025-12-16T02:51:49+00:00

This study aims to describe the patterns of character building among children at the Putra 'Aisyiyah Orphanage in Padang City and analyze the factors that support and hinder it, while also examining its contribution to strengthening religious and moral values. This study is field research with a descriptive qualitative approach. The data were collected through documentation, interviews, and observation, then analyzed using reduction, presentation, and conclusion drawing techniques. Data were collected through documentation, interviews, and observation, then analyzed using reduction, presentation, and conclusion drawing techniques. The results show that character building activities are carried out systematically through habitual worship, recitation, memorization of the Qur'an, tausiyah (religious lectures), and role modeling by caregivers. The main factors supporting the success of character building include a conducive religious environment, role modeling by mentors, and integration between religious and social education. Meanwhile, the inhibiting factors were the limited number of mentors, the influence of the outside environment, and the negative impact of digital media on the behavior of the children. Overall, character building at the Putra 'Aisyiyah Orphanage contributed significantly to strengthening the religious and moral values of the children. Values such as honesty, responsibility, empathy, discipline, and compassion can be developed through consistent and exemplary guidance patterns.

Faith and Morals from the Perspective of Al-Ghazali and Ibn Miskawaih: Comparative Analysis and Its Relevance for Contemporary Islamic Education

2026-01-18T15:02:58+00:00

The issue of faith and morality remains a fundamental challenge in contemporary Islamic education, particularly in developing a holistic and sustainable religious character. Amidst the trend toward cognitive and normative education, this study revisits the thoughts of classical scholars, particularly al-Ghazali and Ibn Miskawaih, as a relevant conceptual foundation to address this need. This study aims to understand and compare the thoughts of al-Ghazali and Ibn Miskawaih on faith and morality, while also examining their relevance to the development of contemporary faith and morality education models. The specific objectives of the study include: (1) explaining al-Ghazali's thoughts on faith and morality; (2) analyzing Ibn Miskawaih's thoughts on faith and morality; (3) conducting a comparative analysis of the concepts of faith and morality of both figures; and (4) examining the contributions of their thoughts to contemporary Islamic education. This study uses a literary or library approach, collecting data from printed books, scientific journals, and online sources, thus providing comprehensive insight into the study's theme. The results of the study show that al-Ghazali and Ibn Miskawaih have different approaches in developing morals; al-Ghazali emphasizes the spiritual dimension and purification of the soul through the internalization of faith, while Ibn Miskawaih emphasizes rationality, moral habituation, and systematic self-control. Despite their differences, both agree that the balanced development of the mind, heart, and spirit is the foundation for moral formation. These findings indicate that the thoughts of al-Ghazali and Ibn Miskawaih remain relevant as a foundation for holistic, value-based faith and moral education, and are capable of forming a comprehensive religious character in the context of contemporary Islamic education.

Ibn Taymiyyah's Philosophical Thoughts on Education in the Perspective of Modern Western Educational Thought

2025-12-30T02:51:39+00:00

This study aims to analyze Ibn Taimiyah's philosophical thot on education from the perspective of modern Western educational thought, and to find common ground and potential for its integration with contemporary educational challenges. This study uses a qualitative approach with a philosophical-comparative method based on literature review. The research findings indicate that Ibn Taymiyyah's thot emphasizes the importance of integrating knowledge derived from revelation (sam'iyyat) and rational knowledge ('aqliyyat), thus forming the concept of beneficial knowledge (al-'ilm al-nafi') which combines spiritual and intellectual dimensions. Conversely, modern Western education places more emphasis on rationality, freedom of thought, and the development of human potential thru empirical experience, as taught by John Dewey and William C. Bagley. The fundamental difference between the two lies in the source of the value of revealed truth in Islam and reason in the West, but they can complement each other. The conceptual synthesis between these two perspectives results in an integrative education model that combines the strengths of Islamic spirituality and Western rationality to shape individuals who are knowledgeable, ethical, and civilized. This research has implications for the need to develop an Islamic education curriculum that is transcendental, contextual, and able to meet global demands without losing the value of monotheism.