Zupi Zupi, Alwizar Alwizar, Djeprin Ehulawa

Analisis Profil Pelajar Rahmatan Lil ‘Alamin dalam Buku Tunjuk Ajar Melayu Karya Tenas Effendy dan Relevansinya dengan Pendidikan Agama Islam

Introduction

Analisis profil pelajar rahmatan lil ‘alamin dalam buku tunjuk ajar melayu karya tenas effendy dan relevansinya dengan pendidikan agama islam. Studi ini menganalisis profil pelajar Rahmatan Lil ‘Alamin dalam Tunjuk Ajar Melayu Tenas Effendy, relevansinya dengan Pendidikan Agama Islam, dan pengembangan karakter berbasis lokal.

Abstract

This study aims to analyze the values of the Rahmatan Lil 'Alamin Student Profile in Tunjuk Ajar Melayu by Tenas Effendy and its relevance to Islamic Religious Education. The background of this research is based on the importance of strengthening students' character within the Merdeka Curriculum, which emphasizes the development of universal values aligned with Islamic teachings. This research is a library study using a qualitative descriptive approach. The results show that there is a harmony between the values of the Rahmatan Lil 'Alamin Student Profile and the teachings in Tunjuk Ajar Melayu. Values such as civility, exemplary behavior, nationalism, moderation, balance, integrity and firmness, equality, deliberation, tolerance, dynamism, and innovation are reflected in Tunjuk Ajar Melayu by Tenas Effendy, rooted in Malay culture and Islamic values. These values have strong relevance to Islamic Religious Education, in terms of its foundations, functions, and educational goals. Tunjuk Ajar Melayu can serve as an alternative source for developing character education based on local wisdom, in harmony with the vision of national education and the principles of Islam as rahmatan lil ‘alamin (a mercy to all creation).

Review

The study "Analisis Profil Pelajar Rahmatan Lil ‘Alamin dalam Buku Tunjuk Ajar Melayu Karya Tenas Effendy dan Relevansinya dengan Pendidikan Agama Islam" presents a timely and pertinent exploration into character education. By linking the contemporary 'Rahmatan Lil 'Alamin Student Profile' with the rich traditional wisdom found in Tenas Effendy's *Tunjuk Ajar Melayu*, the research effectively addresses the critical need for strengthening student character within the framework of Indonesia's Merdeka Curriculum. The library-based qualitative descriptive approach is well-suited for an initial analysis of textual content, aiming to uncover the universal values aligning with Islamic teachings. The abstract clearly establishes the core finding: a significant harmony between the proposed student profile and the traditional Malay teachings. The research meticulously identifies a comprehensive set of values embedded within *Tunjuk Ajar Melayu*, including civility, exemplary behavior, nationalism, moderation, balance, integrity, firmness, equality, deliberation, tolerance, dynamism, and innovation. These values are rightly positioned as being deeply rooted in both Malay culture and Islamic principles, thereby showcasing a robust cultural and religious foundation for character development. The study's assertion of their strong relevance to Islamic Religious Education across its foundations, functions, and goals is particularly compelling. The proposition that *Tunjuk Ajar Melayu* can serve as a valuable alternative resource for developing character education, harmonizing local wisdom with national educational visions and the holistic principles of Islam, underscores the paper's practical and theoretical contribution. While the abstract effectively outlines the study's scope and key findings, a full paper would benefit from elaborating on certain aspects to maximize its impact. For instance, a deeper discussion on the *mechanisms* or *pedagogical strategies* through which *Tunjuk Ajar Melayu* could be concretely integrated into contemporary Islamic Religious Education curriculum and practice would significantly enhance the practical implications. Furthermore, while the relevance is established, exploring potential nuances or challenges in translating historical cultural wisdom into modern educational contexts could offer a more comprehensive understanding. Overall, this study offers a valuable contribution to character education research, successfully bridging traditional wisdom with modern educational needs, and sets a strong foundation for further discourse on culturally sensitive pedagogical approaches.

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