Purpose – This study explores how Muslim scholars and experienced educators conceptualise tarbiyah within Islamic educational thought and how they understand its relationship to taʿlīm, taʾdīb, and tadrīs. It addresses a gap in the literature by foregrounding the lived perspectives of scholar-practitioners. Design/methods/approach – The study adopts a qualitative, interpretive design using narrative-informed semi-structured interviews analysed through thematic analysis. Five male participants with recognised expertise in Islamic education, Arabic, and traditional Islamic sciences were purposively selected. Data were generated through in-depth interviews, including one written response with follow-up clarification, and interpreted through an Islamic worldview framework. Findings – The findings position tarbiyah as the overarching, foundational, and integrative paradigm of Islamic education. Participants consistently described it as a God-centred, holistic, lifelong, and transformative process oriented towards worship, vicegerency, and ethical formation. Taʿlīm, tadrīs, and taʾdīb were understood as interrelated but subordinate processes deriving their meaning from the higher aims of tarbiyah. The study also highlights the importance of moral exemplarity, companionship, school culture, and embodied pedagogy in operationalising tarbiyah. Research implications – The study provides an empirically grounded framework for rethinking Islamic education and suggests that tarbiyah should shape school vision, curriculum, pedagogy, leadership, and educator formation.
The internationalization of pesantren (Islamic boarding schools) raises critical questions regarding the balance between global engagement and the preservation of Islamic epistemological and ethical foundations. This study examines how pesantren conceptualize and implement internationalization through curriculum integration and institutional transformation without adopting Western-centric educational models. Using a qualitative case study approach, data were collected through in-depth interviews with pesantren leaders and educators, complemented by curriculum and policy document analysis. The findings reveal that internationalization is framed as a civilizational project rooted in universal Islamic philosophy (al-‘ālamiyyah), classical Islamic cosmopolitanism, integrative epistemology, and moderation (wasathiyah). Pesantren adopt dialogic, interdisciplinary, and contextual curricula that synthesize turāṯ with contemporary academic methodologies, rejecting the dichotomy between religious and secular knowledge. Engagement with global academic networks selectively fosters governance reform, research culture, and knowledge exchange while preserving moral and scholarly authority. This study contributes theoretically by positioning pesantren internationalization as a normative-critical and holistic educational model capable of bridging Islamic values with global challenges.
The persistent gap between formal character instruction and the actual moral conduct of students often stems from a lack of authentic role modeling within the educational environment. This study examines the mechanisms and impact of caregivers’ exemplary living (uswatun hasanah) as a form of hidden curriculum within pesantren character education. It focuses on three inquiries: the manifestation of exemplary behavior in Tahajjud rituals and time management; the internalization process among students and teachers; and its broader impact on community culture. Employing an ethnographic qualitative approach at At-Taqwa Pesantren, data were gathered through participant observation, in-depth interviews, and documentary studies. Findings reveal three pillars of the hidden curriculum: authentic spiritual consistency in Tahajjud, time discipline as an expression of integrity, and transparent sincerity. These values are internalized through observational modeling, emotional identification, and behavioral normalization. Consequently, a mutually reinforcing educational ecosystem emerges, where exemplarity serves as the “soul” or ethos driving formal processes. This research concludes that effective character education relies heavily on an authentic, integrated hidden curriculum. Crucially, educational institutions must prioritize recruiting mentors who possess both academic competence and profound moral character, recognizing that every interaction and behavior serves as the most persuasive curriculum for student development.
Penelitian ini dilatarbelakangi penerapan kepemimpinan visioner dalam konteks pendidikan masih menghadapi berbagai tantangan, terutama dalam pengembangan kinerja guru PAI melalui pelatihan SDM yang mampu berdaya saing dan berkelanjutan, sekaligus merupakan faktor krusial dalam memastikan kualitas pendidikan yang mampu mencetak lulusan kompeten dan siap bersaing di tengah ketidakpastian global. Penelitian ini menggunakan metode (library research) datanya merujuk kepada literatur review. Metode ini melalui 5 tahapan agar data benar-benar kredibel yakni (1) menafsirkan ruang lingkup sebuah topic yang akan direview, (2) mengidentifikasi sumber-sumber yang relevan, (3) mereview literatur, (4) menulis review dan (5) mengaplikasikan literatur pada studi yang akan dilakukan. Guru PAI tidak hanya mampu beradaptasi dengan perubahan tetapi juga menjadi bagian integral dari proses inovasi yang berdaya saing dan berkelanjutan. Implementasi kepemimpinan visioner pemimpinan pendidikan dalam mengembangkan kinerja guru PAI berkelanjutan di era 5.0 melalui pelatihan SDM yang berdaya saing yakni pemimpin pendidikan yang visioner tidak hanya bertindak sebagai manajer tetapi juga sebagai agen perubahan yang mampu memproyeksikan masa depan dan memimpin dengan visi yang jelas untuk pengembangan kinerja guru PAI secara berkelanjutan. Dampak implementasi kepemimpinan visioner yaitu seperti pengembangan kompetensi teknologi dan pedagogis, pemberdayaan dan inovasi berkelanjutan serta penguatan budaya kolaboratif. Namun ada beberapa tantangan yang akan dihadapi seperti keterbatasan SDM, waktu, fasilitas dan teknologi.
Abstract In today's world, stress and anxiety are serious mental health issues that frequently result in psychosomatic disorders. This study uses qualitative methodology and literature review techniques to investigate how the As-Gratitude value is applied in Islamic education. These results show that incorporating As-Gratitude into Islamic education greatly enhances emotional regulation and lessens psychosomatic symptoms. Frequent gratitude exercises aid in the restoration of physiological processes that have been hampered by prolonged stress. Future psychosomatic issues may be fully resolved by integrating the idea of As-Gratitude into Islamic education. Keywords: Islamic education, gratitude, psychosomatics, mental health, and contemporary society
