From Spiritual Practice to Character Education: An Ibn Tufailian Interpretation of Istighotsah and Students’ Moral Development

Abstract

Character education in Islamic educational institutions extends beyond the transmission of moral knowledge to the cultivation of students’ religious dispositions and ethical practices. This study examines the role of istighotsah, a collective spiritual practice, in fostering character education among students at MTs NU Miftahut Tholibin Mejobo Kudus, with particular attention to religious character, discipline, responsibility, and institutional loyalty. Employing a descriptive qualitative approach, the study draws on in-depth interviews, participatory observations, and documentary analysis to explore how spiritual practices are internalized within students’ everyday educational experiences. The findings indicate that regular participation in istighotsah contributes to the development of students’ religious dispositions, which are manifested in greater discipline, responsibility in fulfilling academic obligations, and stronger emotional attachment to the educational institution. From an Ibn Tufailian perspective, particularly through the philosophical narrative of Hayy Ibn Yaqzan, these findings suggest that character formation is not merely the outcome of external behavioral regulation but also emerges through spiritual experience, self-reflection, and the development of moral consciousness. Accordingly, istighotsah functions not only as a religious ritual but also as a pedagogical medium through which spiritual awareness is translated into ethical dispositions and responsible conduct. This study contributes to the discourse on Islamic character education by conceptually connecting collective spiritual practice, moral self-formation, and philosophical reflection within the context of madrasah education