Adabuna: Jurnal Pendidikan dan Pemikiran

Humans as Pedagogical Beings: An Alternative Paradigm for Developing Islamic Education in Indonesia

2025-12-03T09:55:45+00:00

Misunderstanding human nature as the central purpose of education has led to inaccuracies in policymaking, pedagogical approaches, and educational practices, resulting in the suboptimal development of human potential. This study aims to analyze human nature as that of pedagogical beings by examining the optimization of fitrah, hearing, sight, and the heart as fundamental human potentials, as well as their implications for the development of Islamic education. This library-based study draws on data from scholarly books and peer-reviewed journal articles, which are analyzed using content analysis. The findings indicate that human potential is integrative in nature, comprising fitrah as the foundational orientation, hearing and sight as epistemic instruments, and the heart as the moral–spiritual core. The integration of these dimensions forms a holistic educational system oriented toward the formation of insān kāmil. These findings imply the necessity of repositioning human nature as the core of educational design through a balanced integration of ‘aqliyyah and qalbiyyah, the integration of knowledge within the curriculum, and the harmonization of Islamic values, cultural contexts, and the demands of global modernity in educational governance.

Formation of Students’ Ethics: Insights from Tadkirat al-Sami’ wa al-Mutakallim and Its Relevance to Contemporary Educational Theories

2025-11-23T06:55:48+00:00

Contemporary education systems frequently face difficulties in nurturing students’ moral and ethical attitudes to support their overall development. One way to address this issue is by revisiting classical educational theories. This study explores how classical Islamic educational perspectives, particularly, Badr al-Din Ibn Jama’ah’s Tadkirat al-Sami’wa al-Mutakallim can be combined into current teaching practices to strengthen student ethics. Using qualitative content analysis, this research observes the core educational ideologies in this classical text to connect traditional insights with present-day educational needs. The study focuses on three main areas: Learning Excellence: Principles and Practices, Ethical framework of Student Conduct towards teachers; and Behavioral Approach of students in the classroom. The findings highlight the traits of successful learners, the importance of moral and ethical conduct, and the significance of spiritual refinement in education. According to the analysis, effective learning requires adapting instruction to students’ intellectual levels, preserving their dignity, and establishing a healthy and supportive classroom environment. Incorporating these classical principles can enrich modern education by promoting academic excellence and strong moral character.

Tracing the Connections between Othupalli of Malabar and Kuttab of the Muslim World

2025-09-27T08:37:11+00:00

Studies on tracing connections between traditional education systems across different parts of the medieval Muslim world not only contribute to our understanding of Islamic educational history but also provide insights into the development of cultural identity and the transmission of religious knowledge in diverse Muslim communities. This study examines the historical connections between the Othupalli educational system in Malabar, India, and the broader Kuttab system of the medieval Muslim world, addressing a significant gap in academic research. Using a qualitative approach based on a comprehensive literature review, this research provides a comparative analysis of the historical development, organizational structures, and educational methodologies of these systems. The study reveals significant parallels, including their setup as single-teacher institutions focused on Quranic recitation and basic Islamic teachings, while highlighting the Othupalli system's unique adaptations, such as the use of Arabi-Malayalam. Notably, the research uncovers the overlooked role of women as educators in the Othupalli system. Both systems faced challenges in standardization, curriculum development, and quality control. This comparative analysis contributes to understanding how Islamic educational traditions were preserved and adapted across different cultural contexts. The study concludes by identifying avenues for further research, including investigating the long-term effects of these systems on literacy rates, social mobility, and cultural development in their respective societies. These findings have implications for understanding historical Islamic education practices and their potential relevance to contemporary educational challenges in Muslim societies.

Keywords: Islamic learning, History, Othupalli of Malabar, Kuttab of the Muslim world

Comparative Assessment of Job Satisfaction Levels among Teachers in Public and Private Secondary Schools in Sierra Leone

2025-08-09T04:57:16+00:00

This study examined job satisfaction levels among teachers in public and private secondary schools in Sierra Leone. Specifically, the study examined key factors, including salary, workload, working conditions, administrative support, professional development opportunities, and interpersonal relationships. The findings indicate that teachers’ job satisfaction is relatively higher among those aged 36 to 40 compared to those aged 41 and above, who experience the lowest satisfaction. However, there are no significant differences based on professional seniority. Using a mixed-methods approach, data were collected from 380 teachers across various public and private secondary schools in both urban and rural districts. The findings revealed notable differences in job satisfaction between teachers in public and private schools, with public school teachers expressing greater dissatisfaction with salary and promotion prospects. Conversely, private school teachers expressed more concern about job security and workload. Both groups identified poor working conditions, limited professional development opportunities, and insufficient administrative support as significant sources of dissatisfaction. The conclusion is that job satisfaction is vital for teacher retention, motivation, and performance. It is recommended that targeted policy measures and school reforms be implemented to address disparities and improve teachers’ working conditions in both public and private schools, thereby enhancing teacher satisfaction and the quality of secondary education in Sierra Leone.

Abdullah Nasih Ulwan’s Philosophy of Islamic Education: A Critical Study of Its Relevance to Modern Educational Challenges

2025-06-16T08:09:46+00:00

The contemporary landscape of education faces critical challenges marked by moral degradation, shifting social values, and the extensive influence of digital culture. These conditions demand a philosophical framework of Islamic education that is capable of responding holistically to the intellectual, spiritual, moral, and social needs of learners. This study critically examines Abdullah Nasih Ulwan’s philosophy of Islamic education and analyzes its relevance in addressing modern educational challenges. Using a qualitative approach and library research method, this study explores Ulwan’s fundamental educational concepts through textual analysis of his principal works—particularly Tarbiyat al-Aulad fi al-Islam—alongside contemporary academic publications. The findings show that Ulwan’s educational philosophy promotes a holistic and integrative framework covering objectives, curriculum, teaching methods, and the functional role of educational institutions, especially the family, school, and society. Moreover, Ulwan’s emphasis on moral and spiritual development, character formation, and parental responsibility demonstrates significant relevance for countering the negative impacts of globalization, digital exposure, and individualistic values. The study concludes that Ulwan’s philosophical perspective remains highly applicable to modern education when contextualized and adapted to contemporary pedagogical approaches. This research contributes theoretically by mapping Ulwan’s educational philosophy within the discourse of Islamic educational philosophy and practically by offering conceptual insights for the development of character-based Islamic education in the digital era.