Revisiting Character Education from Islamic Perspective

Character education that has been echoed in a number of years is truly an Islamic character education that is famous for akhlak education. So character education has been in the past, but the implementation has not been maximized. In the present, promoting character education is a necessity, given that the moral condition of the community or students has deteriorated. If in the past the community or students were known for their other polite attitude.Now, with the advancement of civilization, little by little the morale of the nation's children was increasingly degraded. Technological advances for example brought a very significant impact on the moral decline of the community or students themselves. unprofitable and high attitude of selfishness. The loss of national character and Islamic character is a problem that must be addressed immediately because it promotes character education which is inspired by Islamic character education is a must. In this case, the family environment, school and community must integrate with each other to make education successful. So the purpose of this article is to describe the importance of character education and several theories about character education.Both national character education and Islamic character education.

This research discusses how to implement character education from an Islamic basic education perspective. The approach in this research uses literature study, namely collecting data from various appropriate literature sources, such as; books, articles, theses and other documents. The discussion in the article, namely character education in Islam, aims to build human beings with noble character through the values taught by Allah and the Messenger of Allah which can be applied in basic education. These values include traits such as siddiq, amanah, tabligh, and fathanah, which are the basis for human interaction with God, fellow humans, and the environment. Character education must start from an early age and include various methods such as example, stories, habits and dialogue. Character education in Islam also includes harmonious relationships with Allah, fellow humans, and the environment, all of which are regulated in the Koran and hadith. The implementation of character education is very important in forming individuals who have good morals and are beneficial to the wider community

Learning is basically a process, an organizing process, the process of regulating the environment around the student's environment, so that it can encourage and motivate students so that there is a willingness to carry out the learning process. Learning can also be said as a step in providing assistance or guidance to students in the learning process. To form intelligent people, schools not only develop mastery in the academic field, but also in accordance with national education goals. The use of media by children in the educational process must also be supervised by parents and educators, if the child is not supervised by parents or educators, the child will lose control over himself, including the child's religious character. Character education has experienced a decline in the quality of society, many incidents have happened to school children such as pornography, violence, brawls and others. To prevent this, character education must be implemented and implemented in formal education at all levels of education in Indonesia. The purpose of this study was to compare the learning theory of 'Athiyah Al-Abrasyi and Character Education and its relevance to Islamic education. This study uses library research methods (library research). Sources of data come from books and related journals. The results of this study state that the learning concept offered by 'Athiyah Al-Abrasyi is more directed to moral education based on spiritual/religious values, the learning theory of 'Athiyah Al-Abrasyi has shortcomings which are considered as problems in learning. education World. while the lack of character education theory is the absence of a special curriculum in the implementation of character education and the relevance of Islamic education to the learning theory of 'Athiyah Al-Abrasyi and character education is found in the learning method.Keywords: Learning, 'Athiyah Al-Abrasyi, Character Education, Islamic Education

The integration of Islamic education values within the context of national education is a strategic step to shape a generation with strong character and global competitiveness. Islamic education, grounded in the principles of faith, ethics, and knowledge, aligns with the goals of national education, which emphasize the development of individuals who are devout, morally upright, and virtuous. This article employs a literature review to analyze the role of Islamic education in national education, exploring implementation opportunities, challenges, and strategies to achieve effective integration. The findings reveal that Islamic education values can be implemented through character education, school culture, and learning activities that emphasize moral and spiritual development. However, challenges such as inadequate teacher competencies, limited teaching materials, and resistance to religion-based approaches remain significant barriers. Recommended strategies include teacher training, the development of relevant teaching materials, and collaboration with stakeholders to create an inclusive educational ecosystem. With these approaches, Islamic education not only becomes a part of national education but also acts as a catalyst for fostering a generation that excels both academically and ethically. The article concludes that Islamic education is a vital asset in achieving the goals of national education amidst the challenges of globalization.

This paper describes the construct of Islamic character education based on the local culture of the indigenous Lampung people. Four constructs of character education are presented in the Piil Pesenggiri, namely Nemui Nyimah which contains the character of a sense of acceptance, including; hospitality, hospitality, generosity, courtesy, mutual respect, respect, love for friendship, submission and submission to the Creator of the Universe and His creations. Nengah Nyappur contains adaptive character values ​​in interacting, including; willingness to open up, have a high tolerance, like to deliberate, have an attitude and sociable behavior, easy to get along with, familiar or friendly, and a sense of family. Sakai Sambaiyan contains high solidarity character values, including; mutual assistance, please help, work together, give each other something that is needed by the other party. Juluk Adok contains the spirit of achievement character values, including; persistent and hard working, likes to participate, has an honorary degree. In the context of education, Piil Pesenggiri becomes an inseparable part of the realization of the nation's character education. Piil Pesenggiri becomes a principle of self-esteem which is the culmination and reflection of the accumulation of noble and noble forms of activity amid society. In the context of geneology education in the character of Lampung indigenous people, Piil Pesenggiri can be a measure or dignity for someone amid their life activities. Substantially, Piil Pesenggiri in the context of character education becomes the "pillar of the teacher" that teaches the principles of consistency, acceptance, and equality.
 
 Keywords: Islamic character education, lampung cultural values, pesenggiri piil, and the philosophy of life of indigenous peoples

This study aims to explain the value of religious character education, character education practices, and barriers that affect UMSIDA character education in SD Muhammadiyah 1 CandiLab School. This research is a descriptive and qualitative research. Survey data sources include the reporter, location (event), and documents. The data collection methods used in this study were (1) observation (2) detailed interviews with teachers of SD Muhammadiyah 1 Candi Lab School UMSIDA (3) data triangulation and validation of data validity using information providers. This analysis uses interactive analysis technology which consists of four parts: data collection, data simplification, data presentation, and drawing conclusions. The results of this study are as follows: (1) Muhammadiyah elementary school teachers have tried to develop a religious personality learning model, but there is still no suitable model to improve student character education. (2) SD Muhammadiyah 1 Candi Lab Religious education in schools is carried out in designing learning activities, learning, extracurricular activities and developing school culture. (3) Barriers to the implementation of religious education in SD Muhammadiyah 1 Candi arise from factors related to students and teachers or schools. Student factors include lack of awareness to participate in activities regularly and on time. In this case the teacher lacks discipline and supervision of student activities aimed at changing students' personalities, as well as the lack of subject teachers and extracurricular teachers who choose the wrong learning method.

<p style="text-align: justify;">Character education is urgent in passing down the ethical and moral values in the cultured community life. The local cultural values are a source of ethics and moral education for elementary school students. The school keeps taking an essential role in cultivating the local values through online character education during the COVID-19 pandemic. This study aimed to analyze the effect of implementing online integrated character education and parental engagement in local cultural values cultivation outcome. The method of this study used an exploratory sequential mixed method design. Collect qualitative data using interview forms, observation, documentation, and quantitative data using questionnaires and portfolios. Qualitative data interpretation used content analysis, and inferential analysis used multiple linear regression. Results revealed that parental engagement, teachers’ performance, and online learning obstacles affect local cultural values cultivation outcome in character education partially and simultaneously for sixth-grade students in Padang City. We suggested teachers improve character education management based on local cultural values by building good synergy and collaboration between them and parents to cultivate noble character behavior among students.</p>

This article aims to present a literature review on nationalism education in Elementary School in the latest literature because there are still few who research it. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The research stages include identification, screening, eligibility, inclusion, and analysis presentation utilizing the help of the Publish or Perish 7 application, VOSviewer, and NVIVO 12 Plus. The results of searching for articles according to the theme in Scopus through the Publish or Perish 7 application there are 226 articles which are filtered into 50 selected papers. The topic findings are character education, education, architectural education, democratic parenting, nationalism attitude, character building, international education, digital citizenship, acculturation, literacy, citizenship education, traditional games, national education, de-colonialism, ethnicity, implementation of character education reinforcements, ethno-nationalism, and curriculum. The research findings mention that nationalism education in elementary schools is a conscious effort of educational institutions to instill students’ understanding, knowledge, and attitudes to love and defend the country implemented through civics, social studies, and character education, which has an impact on character building, students’ love for language, culture and the integrity of the country. Future research needs to examine nationalism education in elementary schools according to approaches, strategies, media, materials, technological developments, and research trends.

General Background Islamic education in Madrasah Ibtidaiyah holds a foundational role in cultivating children’s moral character and spiritual values from an early age. Specific Background The rapid expansion of digital media has reshaped students’ behaviors, learning patterns, and sources of moral reference, creating tensions between classroom-based Islamic character education and unregulated digital exposure. Knowledge Gap Existing studies rarely integrate Islamic education management, character formation, and digital media challenges within a single comprehensive framework at the elementary madrasah level. Aims This study aims to examine Islamic education management in relation to children’s moral formation amid digital disruption and to formulate an adaptive management model aligned with Islamic values. Results Using a qualitative literature review, the findings identify a misalignment between moral instruction in schools and students’ digital environments, contributing to ethical vulnerability. The study formulates a Digital-Era Adaptive Islamic Education Management Model consisting of five pillars: Islamic digital moral-literacy curriculum, teachers as ethical digital role models, innovative and controlled digital learning, holistic school–parent partnerships, and authentic character-based evaluation. Novelty The novelty lies in the integrative management model that systematically combines Islamic educational principles with digital-era character challenges. Implications The model provides a strategic managerial framework for Madrasah Ibtidaiyah to harmonize technological engagement with moral and spiritual reinforcement, supporting sustainable character formation in the digital era. Highlights: Managerial misalignment exists between school moral instruction and students’ digital experiences. Five integrated strategic pillars structure adaptive management for moral development. Collaborative roles of teachers, parents, and schools are central to sustaining children’s ethics. Keywords: Islamic Education Management, Digital Media, Character Education

This article discusses the dynamics of Islamic education during the Sultanate of Banten, an Islamic kingdom that developed since the 16th century and became one of the centers of Islamic civilization in the archipelago. Islamic education in Banten not only shapes the Islamic identity of the community, but also strengthens morality, social solidarity, and cultural resilience. Islamic boarding schools are the main pillars of education that integrate the teaching of religious science, character education, and socio-religious practices. The role of pesantren expands, not only as a learning center, but also as a da'wah institution that instills the values of independence, justice, and brotherhood in the midst of a multicultural society. Great scholars such as Sheikh Nawawi al-Bantani and Sheikh Yusuf al-Makassari have an important role in strengthening the scientific network between Banten, the Middle East, and the Islamic world. Their profound works in the fields of jurisprudence, Sufism, and morals had a great influence on the development of Islamic thought in Southeast Asia. The pesantren curriculum that focuses on the yellow book, with the teaching methods of sorogan, bandongan, and wetonan, produces students who are not only knowledgeable, but also disciplined, moral, and sensitive to social problems. The Dutch colonial period brought severe challenges with secular policies and restrictions on Islamic education. However, pesantren still exist as spiritual and intellectual fortresses. This success is supported by the ability of pesantren to develop economic independence and expand scientific networks through the overseas migration of students to various Islamic study centers abroad. Until now, Banten's Islamic education heritage has transformed into a modern Islamic boarding school that is able to combine classical traditions with technology and global insights. This study confirms that traditional Islamic education in Banten has a strategic role in shaping the social, spiritual, and identity structure of the Muslim community, which persists across generations.

Background Ibnu Miskawayh's approach emphasizes the importance of noble character through the methods of role modeling, habituation, and advice, while Albert Bandura's social learning theory offers insights into children's behavioral learning. Purpose This study aims to examine the analysis of the integration of Ibn Miskawayh's character education and Albert Bandura's social cognitive learning theory in shaping children's character. Design/method/approach This research employs a qualitative method with a literature study approach, analyzing literature related to character education from the perspectives of Islam and psychology. Results The findings indicate that integrating these two approaches can create a holistic character education model encompassing moral, spiritual, and psychological aspects. The implementation of this approach is expected to strengthen children's character development comprehensively, making it relevant to the moral and ethical challenges in the era of globalization and technology. Contribution/value The study's findings contribute significantly to the development of a more effective character education curriculum and can serve as a reference for educators and policymakers in designing character education programs in schools.

Character education is an important issue that is of concern to various groups, especially in the field of Islamic education. This is because character education is often understood the same as moral education as a very important material in Islamic education. As for character education in Indonesia, besides making religion a source of values (Core ethical values), it also has a state philosophy (Pancasila) as the basis for character education. Therefore, it is necessary to have a clear concept of character education based on state philosophy in the context of Islamic education so that it can be implemented synergistically. The current trend shows a shift in the philosophical values of the Indonesian State (Pancasila), which can be seen in the decline in the quality of the character of the Indonesian people. On the other hand, Islamic education also has a responsibility to maintain and improve the moral quality of students. Therefore, it is important to strive for an understanding of the philosophical values of the state in the context of Islamic education, especially among the younger generation. On the basis of these objectives, through a study of various relevant literatures with analytical descriptive techniques, this study was conducted to analyze how character education is based on state philosophy in the context of Islamic education. The results of the study prove that there is no Pancasila ideology that is contrary to Islamic values. All Pancasila ideologies form a perfect Islam, especially in socializing.

As technology becomes more advanced, humans must optimize their minds and ethics. Education is essential to generate intelligent and moral generations. Islamic religious education serves as a source of truth values of power that can produce the desired action. Character education is a necessity of the Indonesian state. This study investigates the teaching of Islam in the era of the digital revolution. This research uses qualitative methods. with the type of library research or research library. Researchers analyze written literature, which consists of books, research journals and prosiding seminars. According to this study, the values of religion, Pancasila, culture, and national education purposes are the source of character education in Islamic education. In Islamic religious education, impementation of character is carried out through teaching, uniformity, customization, coercion, and punishment to build the character of the student.

The aim of this paper is to critically explore how the concept of character education has been identified in the world and to search how the contents and strategies based on character education are being used in various countries in the world. Although educational reforms and various educational reports had highlighted this necessity, character education issues have increased nationally as well as globally. The use of new trends is at a minimum. Therefore, among innovative approaches it is important to identify and determine how to apply character education approaches. It becomes very important to inculcate core values such as caring, honesty, fairness, responsibility and respect for self and others, to children and pedagogy employed by parents and teachers to teach character education to children and youth. The paper describes how the current educational system can make relevant the specific characteristics of the concept of character education.

In multicultural societies, fostering social harmony requires educational approaches that integrate values of tolerance, respect, and mutual understanding. This study examines the role of Islamic-based character education in shaping individuals who can navigate diversity dynamics, balancing Islamic values with modern societal needs. This research employs a qualitative literature review method, analyzing data from various credible sources, including scientific journals, books, and articles. The study systematically reviews and synthesizes findings to assess the impact of Islamic character education on promoting social harmony in multicultural contexts. The analysis reveals that Islamic-based character education serves as a crucial foundation for character development in multicultural societies. It emphasizes core values such as tolerance, respect, and empathy, enabling students to appreciate diversity and coexist peacefully. Islamic character education fosters an inclusive mindset, encouraging children to respect differences and actively contribute to social cohesion. While Islamic-based character education effectively supports social harmony, the study identifies the need for strategies to address future challenges, including resistance to diversity, globalization pressures, and the potential marginalization of minority groups. A holistic, collaborative approach—combining educators, policymakers, and communities—is recommended to enhance the effectiveness of character education programs. Ultimately, strengthening Islamic character education not only fosters social harmony but also equips the younger generation with the resilience and ethical grounding to face global challenges in an increasingly diverse world.