Al-Munawwarah: Journal of Islamic Education

Attitude Formation of Students According to Hadratus Shaykh K.H. Hasyim Asy’ari: An Examination of the Book of Adabul Alim Wa Muta’alim

Erizka Nurianti, Imam Sopingi, Athi’ Hidayati, Hanin Yumna — Tue, 04 Nov 2025 00:00:00 +0000

Attitude building is an essential aspect in the formation of a student’s personality, especially in the context of Islamic education. KH. Hasyim Asy’ari, through the book Adabul Alim Wa Muta’alim emphasizes the importance of fostering students’ manners and attitudes as the main foundation in the learning process. This study aims to explore KH. Hasyim Asy’ari’s thoughts on the ideal attitude of students towards knowledge, teachers, and the learning environment and its relevance to the formation of attitude today. The method used is library research with a qualitative approach. The results of the study show that values such as sincerity, respect, seriousness, and discipline are the main pillars in the formation of student attitude. This idea is very relevant to be applied in the modern education system in order to create a generation that is not only intellectually intelligent, but also noble. This study contributes to the enrichment of Islamic educational discourse by offering a contemporary interpretation of K.H. Hasyim Asy’ari’s classical adab principles, providing educators and policymakers with practical insights to strengthen moral and spiritual character formation in today’s learning environments.

Liberating Discipline Pedagogy in Indonesian Character Education

Fandy Ahmad — Tue, 04 Nov 2025 00:00:00 +0000

Discipline in Indonesian education is often addressed through external control rather than internal growth. This study seeks to address this issue by exploring how Stephen R. Covey’s 7 Habits model can be adapted to reconceptualize discipline as a liberating process that fosters independence, moral responsibility, and collective well-being. The research aims to bridge the global discipline model with the character education paradigm in Indonesia. Using a qualitative library research design with purposive sampling of global and national literature (2016–2025), the data were analyzed through content analysis to identify thematic patterns connecting the 7 Habits, discipline, and local religious-cultural traditions. The findings show that the 7 Habits implement discipline through self-regulation, prioritization, collaboration, empathy, synergy, and holistic renewal, with positive yet context-dependent impacts on students’ discipline, leadership, and socio-emotional growth. In the Indonesian context, integration with values such as ikhlas (sincerity), mujahadah al-nafs (self-discipline), and ta’dhim al-mu’allim (respect for teachers) strengthens discipline as a value-based practice within school culture. This study concludes that aligning global disciplinary principles with local wisdom produces a contextual approach to character education and provides conceptual contributions to the development of value-based discipline models as well as practical implications for curriculum design and educational policy.

Analysis of Character Education Values in Minhājul Muta‘allim by Imam Al-Ghazali

Muhammad Fadhil Hadziq, Muhammad Aqil Abror — Tue, 04 Nov 2025 00:00:00 +0000

This study explores the values of character education contained in Minhājul Muta‘allim by Imam Al-Ghazali, emphasizing their relevance to modern education. The research arises from growing concerns about moral decline among students in the 21st century, where education often prioritizes intellectual growth over ethical and spiritual formation. The study aims to identify and analyze Al-Ghazali’s moral framework in relation to the 18 national character education values promoted by Indonesia’s Ministry of Education and Culture. Employing a descriptive qualitative approach with content analysis, the research examines both the primary text and supporting literature to extract and categorize character values such as religiosity, honesty, discipline, responsibility, and social care. Findings reveal that Minhājul Muta‘allim integrates intellectual, moral, and spiritual dimensions of learning, emphasizing sincerity, respect for teachers, independence, and the social application of knowledge. These values align closely with Indonesia’s national education character framework and demonstrate that classical Islamic pedagogy offers timeless principles for holistic education. The study concludes that Al-Ghazali’s ethical model remains highly applicable to contemporary education and contributes theoretically by linking classical Islamic ethics with modern character education, and practically by offering a culturally grounded model for moral and educational development.

Teaching Mahfuzat as a Medium for Internalizing Islamic Values and Ethical Conduct

Lutfi Rachman — Tue, 04 Nov 2025 00:00:00 +0000

In many Islamic educational settings, the teaching of Arabic often emphasizes rote linguistic mastery rather than the internalization of moral and spiritual values. Within pesantren contexts, mahfuzat concise Arabic maxims have long served as a traditional medium linking language learning with ethical and spiritual formation. The research aims to identify core values embedded in selected verses from Ustaz Qoimuddin’s Jawāhir al-Maḥfūẓāt and to analyze how those values are internalized through classroom practice. Using a qualitative descriptive design, data were collected from 30 first-year Tsanawiyah students at Pondok Pesantren Darullughah Wadda’wah via classroom observation, semi-structured interviews, and text analysis. Findings show five interrelated value themes—pursuit of knowledge, humility, righteous companionship, respect for teachers, and perseverance—becoming habituated through a three-phase cycle: memorization (ḥifẓ), understanding (tafahhum), and embodiment (tatbīq). Rhythmic recitation and dialogic reflection enable students to connect linguistic beauty with ethical intent, while the Arabic-using school environment strengthens value absorption in daily interactions. The impact of this approach is a demonstrable integration of linguistic proficiency, ethical awareness, and spiritual sensitivity. The study concludes that teaching mahfuzat offers a culturally authentic, scalable model of value-based language education that revitalizes the classical harmony of ‘ilm, adab, and taqwā in contemporary Islamic schooling.

Islamic Pedagogical Transformation to Improve Critical Thinking in the Era of Globalization

Sodikin Sodikin — Sat, 08 Nov 2025 00:00:00 +0000

The transformation of Islamic pedagogy is an imperative for Islamic educational institutions to effectively adapt to the dynamics of contemporary science and technology. This study aims to analyze the forms and strategies of Islamic pedagogical transformation that are relevant in addressing the challenges of educational globalization. Employing a qualitative-descriptive approach, this research applies conceptual analysis to contemporary practices and modern Islamic pedagogical thought. The findings reveal that the transformation of Islamic pedagogy is grounded in four fundamental concepts: (1) strengthening critical thinking, (2) applying a multicultural approach, (3) enhancing digital literacy and technology-based da’wah, and (4) implementing Islamic values in addressing global social issues. The identified implementation strategies include: (1) improving the capacity of educators and institutions, (2) redesigning curricula based on global competencies, (3) applying innovative learning models, and (4) reforming Islamic educational policies and infrastructures. The integration of Islamic pedagogy within these four domains serves not only as an adaptive response to the forces of globalization but also as a reinforcement of the continuity of Islamic intellectual tradition that has evolved since the classical era. This study affirms that the revitalization of Islamic pedagogy that is inclusive, critical, and technology-oriented constitutes a fundamental basis for developing a sustainable Islamic educational civilization in the global era.