Mohammad Irhaz Irham, Muh Arif, Damhuri

Konsep Pendidikan Karakter dalam Kitab Tarbiyatul Aulad Fil Islam

Introduction

konsep pendidikan karakter dalam kitab tarbiyatul aulad fil islam. Pahami konsep pendidikan karakter Kitab Tarbiyatul Aulad fil Islam karya Ulwan dan relevansinya dengan Kurikulum Merdeka. Temukan pilar holistik, tantangan, dan solusi implementasinya.

Abstract

Character education plays a fundamental role in shaping a superior generation in the global era. In Indonesia, systematic efforts to strengthen the character dimension of students are realized through the Merdeka Curriculum. This study analyzes the concept of character education in the book Tarbiyatul Aulad fil Islam by Abdullah Nashih Ulwan and its relevance to the implementation of the Merdeka Curriculum. The research uses a literature review method, focusing on Ulwan's main text and comparative analysis with modern literature. The findings reveal seven pillars of Ulwan's character education—faith, morality, physical, intellectual, psychological, social, and sexual—forming a holistic framework. These pillars align with the dimensions of the Pancasila Student Profile in the Merdeka Curriculum. Implementation challenges include limited teacher understanding, resistance in pluralistic school environments, and limited time allocation. Solutions include integrative training for educators, the formulation of universal values, and the optimization of school culture. The study concludes that Ulwan's concept provides a systematic foundation for the development of a strong-charactered generation, relevant to contemporary educational needs.

Review

This paper addresses the profoundly relevant subject of character education, a critical component in shaping a capable future generation, particularly within the dynamic landscape of Indonesia's Merdeka Curriculum. The study embarks on a commendable analytical journey, meticulously examining the concept of character education embedded in Abdullah Nashih Ulwan's seminal work, *Tarbiyatul Aulad fil Islam*, and assessing its contemporary applicability. Utilizing a literature review methodology, the research effectively aims to bridge classical Islamic pedagogical thought with modern educational frameworks, a crucial endeavor in a nation seeking to integrate diverse wisdom traditions into its national curriculum. The primary strength of this research lies in its systematic delineation of Ulwan's character education principles. The identification of seven distinct yet interconnected pillars—encompassing faith, morality, physical, intellectual, psychological, social, and sexual dimensions—presents a comprehensive and holistic framework for character development. Importantly, the study successfully establishes a compelling alignment between these pillars and the Pancasila Student Profile, a foundational element of the Merdeka Curriculum. This critical finding underscores the potential for enriching pedagogical approaches in Indonesian schools by demonstrating how a classical, religiously-informed framework can synergistically contribute to contemporary national educational objectives. Beyond its theoretical contributions, the paper thoughtfully addresses practical challenges inherent in implementing such a comprehensive character education model. It highlights limitations in teacher understanding, potential resistance within pluralistic school environments, and constraints in time allocation. The proposed solutions—including integrative training for educators, the formulation of universal values, and the optimization of school culture—are pragmatic and directly tackle the identified obstacles. Overall, this study offers a robust and systematic foundation for cultivating a strong-charactered generation, providing valuable insights for policymakers and educators striving to integrate comprehensive character development strategies into contemporary educational practices within Indonesia and potentially other diverse contexts.

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