ANALYSIS OF THE INTEGRATION OF ISLAMIC EDUCATION IN MABNA AR RAZI: PERSPECTIVE OF SEYYED HOSSEIN NASR

Character education for children is a necessity and crucial to instill in today's generation. This article is a literature review research type, aiming to describe the importance of character education in Islam by instilling Islamic values in children. Based on the results and discussions above about the Importance of Character Education in Islam: Instilling Islamic Values in Today's Children, it can be concluded that character education in Islam has significant significance. The Quran and Hadith have taught that the responsibility of providing education to children lies with parents, educational institutions, and society. In the context of the current development of science and the globalization trend, Islamic values become the foundation that must be instilled in students. With a strong foundation, students can avoid deviation and inappropriate behavior. Islamic character education aims to strengthen and implement moral values found in Islamic teachings, such as honesty, justice, compassion, and tolerance. Through character education, Islam encourages the prevention of negative behaviors such as dishonesty, violence, and other harmful behaviors that contradict Islamic principles. The importance of developing noble morals is emphasized, with character education helping individuals cultivate qualities such as patience, sincerity, and humility in line with Islamic teachings. Social responsibility towards society is also taught by Islam, and character education helps individuals understand and apply social responsibility according to Islamic teachings. In the context of Islamic character education, the process can be carried out with the approach of emulating the example of Prophet Muhammad SAW. Emulating his behavior and morals is considered crucial in shaping an Islamic character. Character education also helps individuals live in accordance with the purpose of Islamic life, seeking the pleasure of Allah SWT, involving understanding and implementing Islamic teachings in daily life.

General Background: Character education is essential for fostering responsible decision-making and harmonious living among students in society. Specific Background: In Indonesia, the role of Islamic religious education (IRE) is critical in shaping the ethical and moral foundation of the nation’s youth, yet its implementation across various educational contexts remains inconsistent. Knowledge Gap: Despite the recognized importance of IRE, limited research addresses its impact on character development within specific educational institutions. Aims: This study investigates the character formation facilitated by Islamic religious education at SDI Plus Imam Muslim, examining both the positive outcomes and the challenges faced in this process. Results: Utilizing a qualitative approach, data collected through observations, interviews, and document analysis reveal that the IRE program at SDI Plus Imam Muslim has effectively integrated Islamic values into students' daily lives, leading to improved character traits such as respect and discipline. Novelty: This research highlights specific practices within IRE, such as communal prayer and daily rituals, that significantly contribute to character development. Implications: The findings underscore the need for ongoing evaluation and enhancement of IRE programs to overcome existing challenges and optimize character formation, suggesting that religious-based interventions can serve as effective tools for fostering moral and ethical behavior in students. Highlights: Islamic values enhance daily character formation in students. Continuous evaluation optimizes character education effectiveness. Qualitative research uncovers stakeholder perceptions and motivations. Keywords: Character education, Islamic education, student development, qualitative research, moral values.

Relatively little is known about the symbolic and cultural leadership practices and approaches used to imbed character education in high schools in China. In addition, there is a lack of published studies and reports investigating the revival between character and moral education in the Chinese school system. Without additional information, it is impossible to understand and develop effective leadership approaches that will shape and mold school cultures to effectively support both character and moral education. The literature reviewed in this study revealed little information about if, and in what form, there is a return to moral education focusing on traditional Chinese, including Confucian-related, values, virtues, and principles in China. The research methodology consisted of a case study of three carefully selected high school principals. The study sought to: (1) identify traditional Chinese, including Confucian-related, values, virtues, and principles held by these principals; (2) describe the roles played by these high school principals in shaping and molding character education; (3) delineate symbolic and cultural leadership approaches used in implementing and supporting character education; and, (4) discuss leadership implications in character education development and implementation. Within the cultural context of China, the researcher developed a symbolic and cultural leadership portrait of the high school principal, and how principals shape and mold school culture through their leadership actions to support character education. The following are some of the general findings of this study: (1) The role of the principals in China is similar to that of a government agent: ie they receive orders and directives that they must follow. Within the school setting, they are the 'lead' character educator and they play out this role by 'modeling' the desired morals and values in both their personal and private lives; (2) Confucian-related moral and ethical teachings were considered helpful and somewhat important in character education by the principals. However, these morals and values were not found in the formal moral curricula established for the respective public high schools in China, rather, they were found in some of the articles used within the school's literature curriculum; (3) the five most important morals and values that should be at the heart of character education programs in China were found to be: patriotism; love to learn; loyalty to one's responsibility; honesty; and filial piety. Based on these findings, six recommendations for further study were made.

This study discusses the internalization of character education from an Islamic perspective and its implementation in daily life. Character education according to Islam aims to form individuals who have noble personalities (moral character) by instilling values ​​such as honesty, trustworthiness, compassion, responsibility, and mutual respect. The process of internalizing character education is carried out through various methods, including direct teaching, role models, practicing the teachings of the Quran and Hadith, and habituation in the family, school, and community environments. The implementation of Islamic character values ​​in daily life not only leads to the formation of superior individuals but also to the formation of a harmonious and prosperous society. With a systematic approach, Islamic perspective character education can be the main foundation in building a generation with noble morals and high social awareness. The results of this study indicate that the integration of Islamic values ​​into daily activities has a significant impact on forming good individual characters, which are in line with the goals of Islamic education, namely achieving happiness in the world and the hereafter.

This study aims to determine the application of character education through teaching strategies for Islamic religious education teachers, Supporting and Inhibiting Factors for the Implementation of Character Education Through Teaching Strategies for Islamic Religious Education Teachers at SMK Ihyaul Ulum Dukun Gresik. The two questions above were answered through a literature review. Various literature related to the research problem was collected and then selected and then presented along with the analysis. This type of research is a non-statistical qualitative research. Informant subjects in this study consisted of school principals and teachers. This study uses data collection techniques in the form of observation, interviews, and documentation. To analyze the research data used qualitative descriptive techniques. The results of the research show: Implementation of character education must be in line with educational orientation. The pattern of learning is carried out by instilling certain moral values ??in children that are beneficial for their personal development as individual as well as social beings. Character education carried out at Ihyaul Ulum Vocational High School had actually been implemented before the character education discourse proclaimed by this nation emerged, since the establishment of Ihyaul Ulum Vocational School as a school that "breathes" Islam, of course in practice the learning has already implemented an ahklaq (character) education program in accordance with Islamic guidance itself. The supporting factors in the formation of students' religious character include: Habits or traditions that exist in Ihyaul Ulum Vocational School, namely habits in daily life, Student awareness is the most important and main thing of the supporting factors is student self-awareness that grows from students to always carry out actions commendable in his life, motivation and support from both parents, and also the community around the school who also support the learning process.

The research aims to explain character education at De Britto College High School Yogyakarta. This school has unique characteristics in shaping the character of students. The unique thing about character education at this school is through live-in activities. This type of research is qualitative research. The research approach chosen is naturalistic. The research subjects were: principals, teachers and students at De Britto College High School Yogyakarta. Data collection techniques include: observation, interviews, and documentation. Data validity uses triangulation of data collection techniques. Data analysis uses the Miles and Huberman interactive model. The results of the research show that to shape the character of students, live-in activities are carried out in daily life. The character formation of students is carried out through educational excursions, live ins, and retreats or spiritual retreats. The organization of character education at De Britto College High School goes through 3 main stages, namely: educational excursion for class X, live-in for class XI, and retreat or spiritual practice for class XII. Implementing live-in activities sometimes has problems, including the limited number of teachers, the condition of students, such as the health of students when carrying out live-in activities.

Adolescents are individuals in a period of growth and development that is synonymous with finding and building identity towards maturity. Adolescent behavior is very easily influenced by the surrounding environment. The current digital era makes the flow of communication, information, and individual freedom unlimited. Islamic education is needed to shape the behavior and character of adolescents who have akhlakul karimah and healthy soul. The purpose of this study is to analyze the transformation of character education and adolescent values towards mental health in the digital era through Islamic education. This research method is qualitative with a library research approach. Data sources come from literature reviews from research journals, books and other scientific articles according to the theme. Data is collected through literature study and analyzed by analyzing Islamic education in the process of transforming character and value education for adolescents in the digital era towards a healthy soul. The main focus of the research is to describe the transformation of character and value education in mentally healthy adolescents in the digital era through Islamic education. The accuracy of the results of this research analysis was carried out by triangulating the data analysis results involving experts according to expertise. The results of this research analysis show that Islamic education based on the Qur'an, Sunnah/Hadith, and Ijtihad is very appropriate for transforming value and character education which is also in line with mentally healthy values, especially for adolescents in the digital era.

Character education is very important because currently there are many students who cannot practice character in their daily lives. The aim of the research carried out by the author is to provide an important overview of the character cultivation that students must have by means of teachers and parents who must work together to always remind students wherever they are to apply character in everyday life. This type of research is qualitative research with the subject of research being Islamic teachers as the main topic of discussion. This is because Islamic teachers are teachers who can require their students to implement character education. Then data collection techniques use interviews and observation. The results of this research explain that character education implemented in the independent curriculum education unit has been determined. So teachers of Islamic Religious Education and Character Education subjects must provide a form of character education in PAI lessons to achieve success in the learning process. These forms are discipline, devotion, honesty, self-awareness, responsibility and empathy.

This study aims to explore the role of da'wah and character education in shaping morals at Al Bayyinah Islamic Boarding School. The research methodology used is a qualitative approach with a case study. This study uses primary and secondary data. Primary data were obtained through interviews with the principal, teachers, parents, and students, as well as through direct observation and documentation related to the learning process. Meanwhile, secondary data includes journals relevant to the topic of this study, where data is collected through in-depth interviews, observations, and document analysis. Data analysis techniques used include data reduction, data presentation, and drawing conclusions using a thematic analysis approach to identify patterns and relationships between data. The subjects in this study were the Principal of Al-Bayyinah Islamic Boarding School, the Supervisor/Guardian, the Deputy Head of Curriculum, the Akidah Akhlak Teacher, and Al-Bayyinah Students. The results of the study indicate that the integration between da'wah and character education at Al Bayyinah Islamic Boarding School is carried out through a structured curriculum, extracurricular programs, and routine religious activities. Teaching Islamic values such as honesty, responsibility, and tolerance, as well as the habituation of positive behavior in daily life at school, has proven effective in shaping noble morals in students. In conclusion, preaching and character education that are applied consistently and systematically can produce students who have noble morals and behave well in accordance with the Islamic values that are taught.

Character education of students is a coveted goal by all caretakers of Islamic boarding schools because with character education students are expected to have good personality and character which are then implemented in daily life both through the perspective of the students' speech, attitudes and behavior. This study aims to describe and analyze the character education of five soul-based students in the Shofa Marwa Islamic Boarding School Jember, both want to analyze the constraints in character education based on the five souls of the students and the strategy of the Shofa Marwa boarding school in character education based on the values ​​of the five souls. This study uses a qualitative phenomenological approach by observing the life history of FGD and documentary interviewees.The results of the study showed that character education in the boarding school of Shofa Marwa was internalized through the vision of the mission carried out through the study of the Yellow Book, which was inserted in the Jalalain Tafsir, Hadith Arbain, Hadith riyadushholihin, Tawhid, akhlaq and nashoihul ibad, ta'limmuta'allim and others, In addition, the formation of the character of the santri is also carried out through the Pancajiwa of the santri, namely the soul of sincerity, the soul of simplicity, the soul of independence, the soul of ukhuwwah and the free spirit of responsibility. The values ​​of the five souls of students are instilled not only through lectures and recitation, but the five souls are directly applied to students in their daily lives. The obstacles in placing Pancajiwa-based character education in santri are, firstly santri background, santri background that is different from economic, socio-cultural background and religious understanding background, the results of the study show that the kyai bu Nyai has a special strategy in character-based santri character education the soul of santri namely by battemup and top down approach, santri are always involved in making policies of santri rules and implementing policies to what must be done to santri who do not obey the rules.

Islamic boarding schools are one of the educational institutions that are expected to be able to build Islamic character for all students who produce graduates who have various competencies to face various changes in today's era. legality is very much needed by both the world of work or the world of education for pesantren graduates. who have combined religious learning in pesantren with formal education and the quality of pesantren graduates is strongly influenced by the learning process in the pesantren.Therefore, Character Education in Islamic Boarding Schools is very important to balance the existing knowledge in Islamic boarding schools and schools. It is very necessary to research with a focus on character education issues, the objectives are: 1) Knowing the character education and materials developed by the Cipasung Islamic Boarding School and Sukamanah Islamic Boarding School. 2) Knowing the implementation used in the character education process developed by Cipasung and Sukamanah Islamic Boarding Schools. 3) Knowing the results of students' character education graduates who are the result of the education process in Cipasung and Sukamanah modern Islamic boarding schools. The theory that underlies this research is as follows: 1) Love of God and truth, 2) Responsibility, discipline, and independence, 3) Trust, 4) Respect and courtesy, 5) Compassion, care, and cooperation, 6) Trust self, creative, and never give up, 7) Fair and leadership spirit, 8) Kind and humble, 9) Tolerant and peace-loving. Research methods and procedures refer to Qualitative research approach. the location of the research was carried out at the Cipasung Islamic Boarding School and the Sukamanah Islamic Boarding School Tasikmalaya. The main findings of this study are. 1) The goals and materials for character education applied by the Kyai at the Islamic boarding school are Character Education in paternalistic religio education based on religious values that are based on the character of the Prophet Muhammad SAW by setting the goals and content of character education. 2) Implementation of character education developed in Islamic boarding schools, 3) Knowing the results of graduate learning that is applied is totality education by prioritizing the application of all knowledge in daily life and students' perceptions of the character education they experience in Islamic boarding schools. The implications of these findings are: 1) The objectives and materials of religious paternalistic character education by setting the goals and content of character education. 2) the implementation of character education developed in Islamic boarding schools. 3) knowing the results of graduate learning that is applied is totality education by prioritizing the application of all knowledge in everyday life and students' perceptions of the character education they experience in Islamic boarding schools.

Character education is a value that must be learned, felt, and applied in a child's daily life. The concept of character education in Indonesia is the education of noble values originating from Indonesian culture in the framework of developing the personality of the younger generation which includes three aspects, namely moral knowing, moral feeling, and moral acting. The concept of Islamic education is guidance given by someone to someone so that he can develop optimally in accordance with Islamic teachings concerning the development of the body, mind and heart of students. This study aims to determine the concept of character education according to the figures, and to determine the concept of character education from the perspective of Islamic education according to Abdul Majid. The type of this research is library research which is based on the study and review of the text. This is done because the data sources used are in the form of literature data which makes library materials the main data source. The conclusion of this study is character education is a characteristic that exists in a person and morals or character that distinguishes one person from another. The purpose of character education is to form human beings who have good morals, are tolerant, have morals and instill self-responsibility, and build an optimistic mentality in carrying out their lives. By instilling religious character values, honesty, tolerance, discipline, and hard work. Character education in an Islamic perspective contained in the book Character Education with an Islamic Perspective by Abdul Majid and Dian Andayani states that character education in an Islamic view is morals and morals in Islam are also called personality. Carry out the religious teachings adhered to according to the stage of child development, recognize one's own strengths and weaknesses, comply with social rules that apply in their environment, respect the diversity of religions, cultures, ethnicities, races and socio-economic groups in the surrounding environment, use information about the surrounding environment in a comprehensive manner. logical, critical and creative, demonstrating the ability to think logically, critically, and creatively with the guidance of a teacher/educator, demonstrating a high sense of curiosity and realizing its potential, demonstrating the ability to solve simple problems in everyday life.

This study aims to explore the implementation of Islamic Moral Education in shaping religious character among students at MTS Mifda Prima Probolinggo, as well as to identify the supporting and hindering factors, along with the outcomes of applying this educational approach at MTS Mifda Prima Probolinggo. The research was conducted at MTS Mifda Prima Probolinggo, involving both the Islamic moral education teachers and the students as research subjects and informants. The applied method in this research is qualitative descriptive, where data, both written and oral, regarding the research subjects, are detailed. Data collection is carried out through observation, interviews, and documentation. Data analysis is performed using the Miles and Huberman approach, involving data reduction, data display, and drawing conclusions. The research findings indicate that the implementation of Islamic Moral Education in shaping religious character among students at MTS Mifda Prima Probolinggo is carried out through exemplary and habituation methods. This includes incorporating pre-lesson prayers, communal prayers, participating in the Tahsinul Qur'an program, fostering commendable behavior, and showing respect to teachers and peers. The goal is to support the formation of religious values that can be applied in daily life and provide positive examples. Identified hindering factors involve inadequate time allocation and the behavior of students.

Objective: This study aims to identify and analyze the implementation strategy of the character education curriculum at SMK Muhammadiyah Mayong to prevent juvenile delinquency. The primary focus is to understand the effectiveness of the character education curriculum approach in shaping positive student behavior, particularly in preventing deviant actions. Theoretical framework: The theoretical framework of this study is based on principles of character education, integrating Islamic values and theories of behavior formation through habituation and learning. Literature Review: The literature review explores character education concepts grounded in religious values in vocational school contexts, the role of teachers as role models, and the effectiveness of mentoring programs in preventing juvenile delinquency. Methods: The research employs a qualitative approach with a case study design. Data collection methods include direct observation, in-depth interviews with teachers and the principal, and documentation related to the curriculum and the implementation of character education programs. Data analysis was conducted descriptively using thematic analysis techniques to identify patterns and key themes in character education strategies. Results: The findings reveal that SMK Muhammadiyah Mayong employs specific strategies in its character education curriculum, including the integration of Islamic values into learning activities, strengthening the role of teachers as role models, and special guidance programs for students at risk of delinquency. These programs include religious activities such as routine recitations, moral value studies in subjects, and fostering discipline and responsibility through extracurricular activities. Implications: The implications of this study indicate that consistently applying Islamic values in character education can be an effective preventive measure against juvenile delinquency. These findings provide practical recommendations for other Muhammadiyah schools to develop similar programs and for education policymakers to design effective curricula for shaping students’ character. Novelty: The uniqueness (novelty) of this study lies in its in-depth analysis of how Muhammadiyah values, particularly Islamic principles, are integrated into the character education curriculum within a vocational school context. This research makes a significant contribution to the character education literature by providing new perspectives on applying religious values to prevent juvenile delinquency.

Education understands the process of developing all aspects that exist in humans, including cognitive, affective, and psychomotor. Current educational developments that do not prioritize character education need to be re-integrated with transparent sources. The importance of character and moral education aims to achieve academic goals in harmony with human social life. Good moral education will produce individuals who can support themselves and their environment well and provide positive stimuli for the surrounding environment. Moral or behavior is a critical issue inherent in a person. Discussions related to morality and personality have been studied by several salaf and khalaf scholars. They compiled several unique books related to ethics, morals, and character that is genuinely for a Muslim. The book of Ayyuhal Walad written by Al-Ghazali, describes a commentary on ethics and morals. Through the literature study research method, the contents of the book of Ayyuhal Walad in the character education section can be peeled and analyzed. Humans are social creatures who cannot live alone. Good morals are needed in delivering humans to act and behave humanely towards other humans. The article entitled Actualization of Moral Education in the Ayyuhal Walad Book in Daily Life has several purposes. One of the most important is to explain how the concept of implementing moral education is contained in the book. The contents of the book of Ayyuhal Walad in the character education section can be peeled and analyzed. Humans are social creatures who cannot live alone. Good morals are needed in delivering humans to act and behave humanely towards their environment and other humans. The article entitled Actualization of Moral Education in the Ayyuhal Walad Book in Daily Life has several purposes. One of the most important is to explain how the concept of implementing moral education is contained in the book. The contents of the book of Ayyuhal Walad in the character education section can be peeled and analyzed. Humans are social creatures who cannot live alone. Good morals are needed in delivering humans to act and behave humanely towards their environment and other humans. The article entitled Actualization of Moral Education in the Ayyuhal Walad Book in Daily Life has several purposes. One of the most important is to explain how the concept of implementing moral education is contained in the book.