Moral Education in Strengthening Teachers' Spiritual Values from The Perspective of The Qodiriyah Wa Naqsabandiyah Tarekat
Muhammad Khoirul Lutfi, Agus Maimun, Moh. Padil, Ahmad Barizi, Mowafg Abrahem Masuwd
Atthulab Islamic Religion Teaching and Learning Journal April 1, 2025 DOI: 10.15575/atthulab.v10i1.47683 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative case study Case report Peer reviewed |
|---|---|
| Population | Teachers at MA Darul Ulum Karangpandan, Pasuruan |
| Keywords | Operationalization Perspective graphical Moral education Islam Religious education Value theory Moral development Moral disengagement Consciousness Epistemology Pedagogy Qualitative research Virtue Social science Qur’anic interpretation studies |
| Key findings | The study identifies a conceptual framework of "kun ma'a man ma'allah" for moral education, implemented through value internalization and institutional integration, leading to teachers' spiritual transformation and ethical consciousness. |
Abstract
This investigates moral education through spiritual reinforcement of teachers in the Qodiriyah wa Naqsyabandiyah Tarekat at MA Darul Ulum Karangpandan, Pasuruan, addressing contemporary moral degradation in formal education. Employing qualitative case study methodology with triangulated data collection, the research is grounded in the theo-anthropocentric paradigm and Islamic intellectual traditions. Three principal findings emerged. First, "kun ma'a man ma'allah" constitutes the conceptual framework, operationalized through tazkiyah al-nafs, istiqāmah, muḥāsabah, and divine love. Second, implementation occurs through dual approaches: value internalization via takhallī and taḥallī strategies incorporating bay'ah, riyāḍah, tawajjuhān, and qudwah; and institutional integration through religious activities and performance appraisal systems. Third, implications manifest in teachers' spiritual transformation encompassing ma'rifatullāh, al-wa'y al-ilāhī, and takhalluq bi akhlāq Allāh. The study demonstrates how Sufistic moral education cultivates ethical consciousness among educators within formal educational contexts.