Empowering Learning Ethics Culture in Islamic Education

Empowering Learning Ethics Culture in Islamic Education

Miftachul Huda (Universiti Pendidikan Sultan Idris, Malaysia), Khoirurrijal Khoirurrijal (State Institute for Islamic Studies (IAIN) Metro Lampung, Indonesia), M. Ihsan Dacholfany (Universitas Muhammdiyah Metro Lampung, Indonesia), Susminingsih Susminingsih (State Institute of Islamic Studies (IAIN) Pekalongan, Indonesia), Azmil Hashim (Universiti Pendidikan Sultan Idris, Malaysia), Nurazmalail Marni (Universiti Teknologi Malaysia, Malaysia), Ahmad Kilani Mohamed (Universiti Teknologi Malaysia, Malaysia), Madheil Azaeim Ahmad Puad (Universiti Kebangsaan Malaysia, Malaysia), Mohd Hilmi Rozali (Universiti Teknologi Malaysia, Malaysia), Andino Maseleno (Universiti Tenaga Nasional Malaysia, Malaysia), Nasrul Hisyam Nor Muhamad (Universiti Teknologi Malaysia, Malaysia) and Afiful Ikhwan (Universitas Muhammadiyah Ponorogo, Indonesia)
DOI: 10.4018/978-1-5225-8528-2.ch013

Abstract

Since every deed is an inextricable link to the process which is well prepared with a goal, possessing the initiative of implementing the learning needs to have a good strategy committed into the clear determination in enabling the stakeholder to deal with in the school context. This chapter aims to critically explore learning ethics culture in Islamic education which needs to pay attention to the learning goal. A critical review from referred books and journals that are linked to the topic was employed through searching for google scholar. The finding reveals that learning ethics culture for learning achievement in Islamic education could be indicated into three core paths: achieving divine engagement-based spiritual commitment, assisting skill performance for personal capability development, and applying knowledge for active involvement in the society. This chapter is expected to enrich the conceptual framework of learning acquisition with paying particular attention to learning ethics culture.
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Introduction

In the educational field, the learning acquisition has an important role to play in enhancing the personal growth and social responsibility (Aminin et al., 2018; Huda et al., 2018a; Rosli et al., 2018). This can be seen from the curriculum design prepared for the learning process from a variety of sides, such as content of book, learning strategy appointment and also the spiritual processing which underlies the students’ emotional and creative thinking (Furnham, Monsen & Ahmetoglu, 2009). The latter would become an important part to the inner state management. Among the school holders, they need to take care in performing the inner state among their students, since it can improve the individual inner to drive their deed between learning and other activities well in the way that can be balanced to the societal and individual concern (Wenger, 2010).

Moreover, it may become an outstanding concern which needs to pay attention on how to actually manage the goal itself to enable in getting well. Since every deed is inextricable link to the process to get possessing a goal, learning strategy activity is necessary to have a clear purpose to implement well in the way that can guide students in the school context (Huda & Kartanegara, 2015a; Slade & Prinsloo, 2013). Moreover, there has been scholarly attention to concern further on managing ethical and strategical consideration in the learning goal. To get the value to run the learning goal in the inner process among the students, the need to employ well on the learning acquisition in the perspective of Islamic classical heritage is significant to underlie the way on pursuing the foundational element to drive a goal in learning in the Islamic perspective. With this regard, this chapter will explore the ethics and strategy which can be implemented with considering attention to the learning goal among the students.

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