Hakikat Pencari Ilmu dalam Perspektif Pendidikan Islam: Integrasi Niat, Adab, Mujahadah, dan Tawakal dalam Proses Pembelajaran

Muhamad Thoif; Hasruddsin Dute; Mirza A`yunil Laili; Ahmad Buchori; Anco Anco

doi:10.30640/dewantara.v5i2.6597

Authors

Muhamad Thoif Universitas Yapis Papua
Hasruddsin Dute Universitas Yapis Papua
Mirza A`yunil Laili Universitas Yapis Papua
Ahmad Buchori Universitas Yapis Papua
Anco Anco Universitas Indraprasta Jakarta

DOI:

https://doi.org/10.30640/dewantara.v5i2.6597

Keywords:

Etiquette, Intention, Seeker Of Knowledge, Striving, Trust In God

Abstract

This study aims to examine the essence of the seeker of knowledge (ṭālib al-‘ilm) from the perspective of Islamic education through the integration of four main concepts: intention (niyyah), ethics (adab), perseverance (mujahadah), and trust in God (tawakal). The study is motivated by the tendency of modern education to emphasize cognitive achievement and academic performance while often neglecting the spiritual, moral, and character-building dimensions of learners. This condition contributes to various moral issues and character crises among students. The research employs a qualitative approach using a library research method. Data were collected from primary sources, including the Qur’an, Hadith, and classical Islamic educational works such as Ta’lim al-Muta’allim and Ihya’ Ulumuddin, supported by relevant books and scholarly journals as secondary sources. Data analysis was conducted through content analysis involving data reduction, categorization, interpretation, and synthesis. The findings reveal that a seeker of knowledge in Islam is an individual who undergoes a holistic process of self-development. Intention serves as the spiritual foundation that directs learning objectives, ethics functions as a moral guideline, perseverance reflects dedication in the pursuit of knowledge, and trust in God represents reliance upon Allah after exerting maximum effort. The integration of these four values is highly relevant to modern education in fostering intellectually competent, morally upright, and spiritually resilient generations.

References

Agama, D. (2019). Al-Qur’an dan terjemahannya (Edisi revisi). Kementerian Agama Republik Indonesia.

Al-Attas, S. M. N. (1980). The concept of education in Islam. Muslim Youth Movement of Malaysia.

Al-Faruqi, I. R. (1986). Toward Islamic English: Islamization of knowledge series (Vol. 3). International Institute of Islamic Thought.

Al-Zarnuji, B. (2004). Ta’lim al-muta’allim thariq al-ta’allum. Al-Dar Al-Soudania for Books.

Amaliati, S. (2020). Pendidikan karakter perspektif Abdullah Nashih Ulwan dalam kitab Tarbiyatul Aulad Fil Islam dan relevansinya menjawab problematika anak di era milenial. Child Education Journal, 2(1), 34–47. https://doi.org/10.33086/cej.v2i1.1480

Arin Muflihatul, M. (2021). Spiritual quotient Zohar dan Marshall perspektif pendidikan Islam. Journal of Islamic Education Research, 2(1), 1–12.

Azra, A. (2019). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Prenada Media.

Berkowitz, M. W., & Bier, M. C. (2007). What works in character education. Journal of Research in Character Education, 5(1), 29–48.

Carney, S. (2022). Reimagining our futures together: A new social contract for education. Comparative Education, 58(4), 641–643. https://doi.org/10.1080/03050068.2022.2107518

Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510

Hanifah, A. P., Nurrochma, Y. M., Sukma, A. A., & Nashori, F. (2023). Religiusitas dan resiliensi akademik mahasiswa Muslim Yogyakarta. Indonesian Journal of Psychological Studies, 1(2), 98–114.

Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Sage.

Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.

Luthfiyah, R., Hidayat, A., & Choirunniam, M. (2020). Implementasi pendidikan karakter pada generasi Islam milenial. Jurnal Tarbawi, 9(1), 59–82.

Muhaimin. (2015). Manajemen pendidikan: Aplikasinya dalam penyusunan rencana pengembangan sekolah/madrasah. Prenada Media.

Nata, A. (2020). Pendidikan Islam di era milenial. Prenada Media.

Pargament, K. I. (2011). Spiritually integrated psychotherapy: Understanding and addressing the sacred. Guilford Press.

Rincón-Gallardo, S., & Fullan, M. (2016). Essential features of effective networks in education. Journal of Professional Capital and Community, 1(1), 5–22. https://doi.org/10.1108/JPCC-09-2015-0007

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Sanjaya, W. (2012). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana Prenada Media Group.

Seknun, M. F. (2013). Strategi pembelajaran. Biosel: Biology Science and Education, 2(2), 120–128. https://doi.org/10.33477/bs.v2i2.376

Stoddard, J. (2022). A review of Grit: The power of passion and perseverance. Journal of Character and Leadership Development, 9(1), 104–108.

Sugiyono. (2013). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Tafsir, A. (1992). Ilmu pendidikan dalam perspektif Islam. Remaja Rosdakarya.

Taguma, M., & Barrera, M. (2019). OECD future of education and skills 2030: Curriculum analysis. OECD Publishing.

Usan, U., & Suyadi, S. (2022). Implementasi pendidikan karakter di sekolah dasar: Upaya pendidik membentuk karakter siswa dalam mempersiapkan generasi emas 2045 berbasis neurosains. Muallimuna: Jurnal Madrasah Ibtidaiyah, 7(2), 73–86. https://doi.org/10.31602/muallimuna.v7i2.5611

Zed, M. (2008). Metode penelitian kepustakaan. Yayasan Pustaka Obor Indonesia.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2