Peran Psikologi dalam Pendidikan Islam: Landasan Teoretis dan Implikasinya terhadap Proses Pembelajaran Role of Psychology in Islamic Education: Theoretical Foundations and Implications for the Learning Process
Article Sidebar
Page Numbers:
2268-2278
Digital Object Identifier:
10.58578/tsaqofah.v6i2.8971
Viewed: 127 times
Downloaded: 84 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:Muhammad Abdul Ghoffaar Wijoyo1, Mohammad Syukron Jajuli2, Zakiyuddin Al Afdholi3, Agus Suprayogi4
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Qur’anic memorization (tahfidz al-Qur’an) education is a form of Islamic education with distinctive scholarly characteristics that are deeply rooted in the pesantren tradition, yet in practice it is often understood merely in technical terms as the achievement of memorization targets, so that reflection on its epistemic foundations and educational values receives limited attention. This study aimed to analyze tahfidz education practices from the perspective of the philosophy of science by examining the epistemological, ontological, and axiological dimensions of education. A qualitative approach with a case study design was employed at Asrama Tahfidz Sunan Bonang Denanyar Jombang. Data were collected through observation, in-depth interviews, and documentation, and were analyzed descriptively–analytically using a reflective–philosophical approach. The findings show that tahfidz education rests on the authority of tradition and scholarly sanad as its primary sources of knowledge, views santri as spiritual subjects in the process of personality formation, and orients the educational process toward the internalization of noble values as its main goal. However, the strong emphasis on memorization targets has the potential to reduce the broader meaning of education and shift its value orientation from holistic character formation to purely technical achievement. Thus, engagement with the philosophy of science is required as a reflective framework to balance tradition, rationality, and values in tahfidz education practices, so that education is not only focused on the quantity of memorization but also on deepening meaning, character building, and the integration of knowledge.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Khasanah A.N. (2027)Self-Health Literacy Among Students in Islamic School Science Education: A Comparative Analysis Across Gender, Grade Level, and School ContextAsean Journal of Educational Research and Technology, 6(1), 93-106
-
Boonpratham P. (2027)Scientific Creativity in Materials Science Education among High School Students through Inquiry-Based Learning and Metacognitive StrategiesAsean Journal for Science and Engineering in Materials, 6(1), 79-90
-
Vu L.H. (2027)From trust and generational education to climate action: Global empirical evidence on shaping climate beliefs and policiesCountries Studies, 5(1), 161-194
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
Azra, A. (2013). Jaringan Ulama Timur Tengah dan Kepulauan Nusantara Abad XVII dan XVIII. Kencana.
Azra, A. (2014). Pendidikan Islam: Tradisi dan Modernisasi di Tengah Tantangan Milenium III. Kencana.
Daulay, H. P. (2012). Pendidikan Islam dalam Sistem Pendidikan Nasional di Indonesia. Kencana.
Dhofier, Z. (2011). Tradisi Pesantren: Studi tentang Pandangan Hidup Kyai. LP3ES.
Langgulung, H. (1988). Asas-Asas Pendidikan Islam. Al-Husna.
Mastuhu. (1994). Dinamika Sistem Pendidikan Pesantren. INIS.
Muhaimin. (2012). Paradigma Pendidikan Islam: Upaya Mengefektifkan Pendidikan Agama Islam di Sekolah. Remaja Rosdakarya.
Mudyahardjo, R. (2010). Pengantar Pendidikan: Sebuah Studi Awal tentang Dasar-Dasar Pendidikan pada Umumnya dan Pendidikan di Indonesia. RajaGrafindo Persada.
Nata, A. (2005). Filsafat Pendidikan Islam. Gaya Media Pratama.
Nata, A. (2012). Pemikiran Pendidikan Islam dan Barat. RajaGrafindo Persada.
Nizar, S. (2002). Filsafat Pendidikan Islam: Pendekatan Historis, Teoretis, dan Praktis. Ciputat Press.
Sudjana, N., & Ibrahim. (2009). Penelitian dan Penilaian Pendidikan. Sinar Baru Algensindo.
Sugiyono. (2018). Metode Penelitian Kualitatif. Alfabeta.
Surajiyo. (2010). Ilmu Filsafat: Suatu Pengantar. Bumi Aksara.
Suriasumantri, J. S. (2009). Filsafat Ilmu: Sebuah Pengantar Populer. Pustaka Sinar Harapan.
Tafsir, A. (2010). Filsafat Pendidikan Islam. Remaja Rosdakarya.
Tilaar, H. A. R. (2002). Pendidikan, Kebudayaan, dan Masyarakat Madani Indonesia. Remaja Rosdakarya.
Tilaar, H. A. R. (2009). Kekuasaan dan Pendidikan. Rineka Cipta.
Zuhairini, et al. (1993). Metodologi Pendidikan Agama. Biro Ilmiah Fakultas Tarbiyah IAIN Sunan Ampel.