The triadic goals of Islamic education institutionalizing personal development, social ethics, and transcendental consciousness

Abstrak

This study aims to analyze the institutionalization of three goals of Islamic education, namely personal development, social ethics, and transcendental consciousness, in the practice of Islamic higher education at IAI Nusantara Ash-Shiddiqiyah. This study uses a qualitative case study design. Data were collected through semi-structured interviews, observations, and documentation, and were analyzed thematically through transcription, coding, categorization, and interpretation. The results of the study show that the institutionalization of the goals of Islamic education occurs through the curriculum, learning, campus religious culture, lecturer examples, student forums, student activities, field visits, and field studies. Personal development is evident in the formation of morals, discipline, responsibility, independence, a commitment to knowledge, and academic integrity. Social ethics is manifested through cooperation, social concern, polite communication, and social responsibility. Meanwhile, transcendental consciousness is evident in the practice of prayer, religious advice, the integration of Islamic values into learning, and the understanding of knowledge as a mandate and a form of worship. This research emphasizes that the goals of Islamic education are not adequately formulated as norms but need to be operationalized through systematic, sustainable institutional practices.

Abstrak

Penelitian ini bertujuan menganalisis institusionalisasi tiga tujuan pendidikan Islam, yaitu pengembangan pribadi, etika sosial, dan kesadaran transendental, dalam praktik pendidikan tinggi Islam di IAI Nusantara Ash-Shiddiqiyah. Studi ini menggunakan desain studi kasus kualitatif. Data dikumpulkan melalui wawancara semi-terstruktur, pengamatan, dan dokumentasi, serta dianalisis secara tematik melalui transkripsi, pengkodean, kategorisasi, dan interpretasi. Hasil studi menunjukkan bahwa institusionalisasi tujuan pendidikan Islam terjadi melalui kurikulum, pembelajaran, budaya agama kampus, contoh dosen, forum mahasiswa, kegiatan mahasiswa, kunjungan lapangan, dan studi lapangan. Pengembangan pribadi terlihat dalam pembentukan moral, disiplin, tanggung jawab, kemandirian, komitmen terhadap pengetahuan, dan integritas akademik. Etika sosial diwujudkan melalui kerja sama, perhatian sosial, komunikasi yang sopan, dan tanggung jawab sosial. Sementara itu, kesadaran transendental terlihat dalam praktik doa, nasihat agama, integrasi nilai-nilai Islam ke dalam pembelajaran, dan pemahaman pengetahuan sebagai mandat dan bentuk ibadah. Penelitian ini menekankan bahwa tujuan pendidikan Islam tidak dirumuskan secara memadai sebagai norma, melainkan perlu dioperasionalkan melalui praktik institusional yang sistematis dan berkelanjutan.