Rekonstruksi Identitas Manusia melalui Etika dan Konsep Jiwa dalam Pendidikan Islam Reconstruction of Human Identity through Ethics and the Concept of the Soul in Islamic Education
Article Sidebar
Page Numbers:
4432-4448
Digital Object Identifier:
10.58578/tsaqofah.v6i4.11273
Viewed: 6 times
Downloaded: 2 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Endah Maryani1*, Mujiburrohman2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The crisis of human identity in the modern era is characterized by the growing influence of materialism, individualism, moral relativism, and the fragmentation of knowledge, which have shifted the orientation of education from character formation toward the attainment of instrumental competencies. This condition underscores the need to reconstruct the Islamic educational paradigm by positioning ethics and the concept of the soul as foundations for the formation of holistic human beings. This study aims to analyze the reconstruction of human identity through the integration of Islamic ethics and the concept of the soul from the perspective of Islamic education. The study employed a qualitative approach using a literature review method through an examination of classical and contemporary literature discussing the concepts of the soul (nafs), intellect (‘aql), heart (qalb), spirit (rūḥ), and Islamic ethics in education. The data were analyzed using content analysis and a hermeneutic approach to identify the conceptual interrelationships among these components. The findings indicate that human identity in Islamic education is formed through the integration of spiritual, intellectual, moral, and social dimensions centered on purification of the soul (tazkiyat al-nafs), moral formation, the development of transcendental awareness, and the strengthening of individual and social responsibility. Islamic ethics serves as a normative guide, whereas the concept of the soul provides an ontological foundation for the formation of a human personality oriented toward a balance between worldly life and the afterlife. This study affirms that the reconstruction of human identity requires an Islamic educational paradigm that integrates ethical, spiritual, and intellectual dimensions into a unified systemic framework. These findings provide a conceptual foundation for developing curricula, learning strategies, and Islamic education policies oriented toward holistic character formation and the strengthening of human identity amid the dynamics of global civilization.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Al-Attas, S. M. N. (1991). The concept of education in Islam: A framework for an Islamic philosophy of education. International Institute of Islamic Thought and Civilization.
Al-Attas, S. M. N. (1995). Prolegomena to the metaphysics of Islam: An exposition of the fundamental elements of the worldview of Islam. International Institute of Islamic Thought and Civilization.
Al-Faruqi, I. R. (1982). Islamization of knowledge: General principles and work plan. International Institute of Islamic Thought.
Al-Ghazali. (2015). Ihya’ ‘ulum al-din. Dar al-Kutub al-‘Ilmiyyah.
Arif, S. (2021). Islamic worldview and character education in the era of globalization. Journal of Islamic Thought and Civilization, 11(2), 145–162.
Azra, A. (2019). Islamic education and the development of Muslim civilization in Southeast Asia. Studia Islamika, 26(1), 1–24.
Bakar, O. (1999). The history and philosophy of Islamic science. Islamic Texts Society.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Gadamer, H.-G. (2004). Truth and method (2nd rev. ed.). Continuum.
Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056
Ibn Miskawayh. (1968). Tahdhib al-akhlaq. American University of Beirut.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Nasr, S. H. (2006). Islamic philosophy from its origin to the present: Philosophy in the land of prophecy. State University of New York Press.
Salleh, M. S. (2013). The integrated Islamic education model. International Journal of Islamic Thought, 3, 9–22.
Shah, S. (2015). Education, leadership and Islam: Theories, discourses and practices from an Islamic perspective. Routledge. https://doi.org/10.4324/9780203502297
Wan Daud, W. M. N. (1998). The educational philosophy and practice of Syed Muhammad Naquib Al-Attas: An exposition of the original concept of Islamization. International Institute of Islamic Thought and Civilization.
Zarkasyi, H. F. (2020). Worldview Islam dan Kapitalisme Barat. Centre for Islamic and Occidental Studies, Universitas Darussalam Gontor.
Zed, M. (2018). Metode Penelitian Kepustakaan. Yayasan Pustaka Obor Indonesia.