Makna Pendidikan Profetik Dalam Membentuk Akhlak Siswa Di SDIT

Authors

  • Sangkot Abdullah Efendi Harahap Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia
  • Najmul Kaira Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia
  • Indika Yahsifa Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia
  • Muharis Baihaqi Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia
  • Indah Astuti Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia

DOI:

https://doi.org/10.53398/ja.v5i1.1004

Keywords:

Prophetic Education, Moral Character, Islamic Elementary School, Character Education

Abstract

Pendidikan profetik merupakan paradigma pendidikan yang berlandaskan nilai-nilai kenabian, yaitu humanisasi (memanusiakan manusia), liberasi (pembebasan dari keterikatan dan ketertindasan), serta transendensi (penguatan hubungan manusia dengan Allah SWT). Penelitian ini bertujuan untuk mengkaji makna pendidikan profetik dalam membentuk akhlak siswa di Sekolah Dasar Islam Terpadu (SDIT) melalui pendekatan kepustakaan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian library research. Data penelitian diperoleh melalui kajian kritis terhadap berbagai sumber pustaka berupa buku, artikel jurnal ilmiah, skripsi, serta dokumen yang relevan dengan konsep pendidikan profetik, pendidikan akhlak, dan pendidikan karakter di lingkungan SDIT. Teknik analisis data yang digunakan adalah analisis isi (content analysis) dengan pendekatan deskriptif-analitis. Hasil kajian literatur menunjukkan bahwa pendidikan profetik memiliki peran strategis dalam pembentukan akhlak siswa melalui internalisasi nilai-nilai kenabian yang tercermin dalam konsep keteladanan guru, pembiasaan sikap religius, penguatan nilai kejujuran, kedisiplinan, tanggung jawab, serta integrasi nilai profetik dalam kurikulum dan budaya sekolah. Dengan demikian, pendidikan profetik dapat dijadikan sebagai landasan konseptual dalam pengembangan pendidikan akhlak dan karakter siswa di SDIT.

Author Biographies

Sangkot Abdullah Efendi Harahap, Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia

Prophetic education represents an educational paradigm grounded in the prophetic values of humanization, liberation, and transcendence, aiming to develop students' moral character holistically. This study investigates the meaning of prophetic education in shaping students' moral character at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT). Employing a qualitative phenomenological approach supported by systematic library research, data were collected through in-depth interviews, participatory observations, documentation, and critical reviews of relevant literature. Data were analyzed using thematic analysis involving data reduction, categorization, interpretation, and triangulation to ensure trustworthiness. The findings reveal that prophetic education is understood not merely as a normative concept but as an educational value system embedded in teaching practices, teacher role modeling, religious habituation, school culture, and interpersonal interactions. The internalization of prophetic values significantly contributes to developing students' honesty, discipline, responsibility, empathy, and moral awareness while fostering a religious, humanistic, and supportive school environment. The study further proposes the concept of a prophetic school ecosystem, emphasizing the integration of values, educational actors, institutional policies, and school culture as a comprehensive framework for moral education. The findings imply that educational institutions should integrate prophetic values systematically into curriculum design, school governance, teacher professional development, and character education policies to strengthen sustainable moral development among students

Najmul Kaira, Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia

Prophetic education represents an educational paradigm grounded in the prophetic values of humanization, liberation, and transcendence, aiming to develop students' moral character holistically. This study investigates the meaning of prophetic education in shaping students' moral character at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT). Employing a qualitative phenomenological approach supported by systematic library research, data were collected through in-depth interviews, participatory observations, documentation, and critical reviews of relevant literature. Data were analyzed using thematic analysis involving data reduction, categorization, interpretation, and triangulation to ensure trustworthiness. The findings reveal that prophetic education is understood not merely as a normative concept but as an educational value system embedded in teaching practices, teacher role modeling, religious habituation, school culture, and interpersonal interactions. The internalization of prophetic values significantly contributes to developing students' honesty, discipline, responsibility, empathy, and moral awareness while fostering a religious, humanistic, and supportive school environment. The study further proposes the concept of a prophetic school ecosystem, emphasizing the integration of values, educational actors, institutional policies, and school culture as a comprehensive framework for moral education. The findings imply that educational institutions should integrate prophetic values systematically into curriculum design, school governance, teacher professional development, and character education policies to strengthen sustainable moral development among students

Indika Yahsifa, Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia

Prophetic education represents an educational paradigm grounded in the prophetic values of humanization, liberation, and transcendence, aiming to develop students' moral character holistically. This study investigates the meaning of prophetic education in shaping students' moral character at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT). Employing a qualitative phenomenological approach supported by systematic library research, data were collected through in-depth interviews, participatory observations, documentation, and critical reviews of relevant literature. Data were analyzed using thematic analysis involving data reduction, categorization, interpretation, and triangulation to ensure trustworthiness. The findings reveal that prophetic education is understood not merely as a normative concept but as an educational value system embedded in teaching practices, teacher role modeling, religious habituation, school culture, and interpersonal interactions. The internalization of prophetic values significantly contributes to developing students' honesty, discipline, responsibility, empathy, and moral awareness while fostering a religious, humanistic, and supportive school environment. The study further proposes the concept of a prophetic school ecosystem, emphasizing the integration of values, educational actors, institutional policies, and school culture as a comprehensive framework for moral education. The findings imply that educational institutions should integrate prophetic values systematically into curriculum design, school governance, teacher professional development, and character education policies to strengthen sustainable moral development among students

Muharis Baihaqi, Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia

Prophetic education represents an educational paradigm grounded in the prophetic values of humanization, liberation, and transcendence, aiming to develop students' moral character holistically. This study investigates the meaning of prophetic education in shaping students' moral character at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT). Employing a qualitative phenomenological approach supported by systematic library research, data were collected through in-depth interviews, participatory observations, documentation, and critical reviews of relevant literature. Data were analyzed using thematic analysis involving data reduction, categorization, interpretation, and triangulation to ensure trustworthiness. The findings reveal that prophetic education is understood not merely as a normative concept but as an educational value system embedded in teaching practices, teacher role modeling, religious habituation, school culture, and interpersonal interactions. The internalization of prophetic values significantly contributes to developing students' honesty, discipline, responsibility, empathy, and moral awareness while fostering a religious, humanistic, and supportive school environment. The study further proposes the concept of a prophetic school ecosystem, emphasizing the integration of values, educational actors, institutional policies, and school culture as a comprehensive framework for moral education. The findings imply that educational institutions should integrate prophetic values systematically into curriculum design, school governance, teacher professional development, and character education policies to strengthen sustainable moral development among students

Indah Astuti, Sekolah Tinggi Ilmu Al-Qur’an (STIQ) Kepulauan Riau, Indonesia

Prophetic education represents an educational paradigm grounded in the prophetic values of humanization, liberation, and transcendence, aiming to develop students' moral character holistically. This study investigates the meaning of prophetic education in shaping students' moral character at Integrated Islamic Elementary Schools (Sekolah Dasar Islam Terpadu/SDIT). Employing a qualitative phenomenological approach supported by systematic library research, data were collected through in-depth interviews, participatory observations, documentation, and critical reviews of relevant literature. Data were analyzed using thematic analysis involving data reduction, categorization, interpretation, and triangulation to ensure trustworthiness. The findings reveal that prophetic education is understood not merely as a normative concept but as an educational value system embedded in teaching practices, teacher role modeling, religious habituation, school culture, and interpersonal interactions. The internalization of prophetic values significantly contributes to developing students' honesty, discipline, responsibility, empathy, and moral awareness while fostering a religious, humanistic, and supportive school environment. The study further proposes the concept of a prophetic school ecosystem, emphasizing the integration of values, educational actors, institutional policies, and school culture as a comprehensive framework for moral education. The findings imply that educational institutions should integrate prophetic values systematically into curriculum design, school governance, teacher professional development, and character education policies to strengthen sustainable moral development among students

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Published

2026-07-21

How to Cite

Abdullah Efendi Harahap, S. ., Kaira, N. ., Yahsifa, I. ., Baihaqi, M. ., & Astuti, I. . (2026). Makna Pendidikan Profetik Dalam Membentuk Akhlak Siswa Di SDIT. Jurnal Al-Kifayah: Ilmu Tarbiyah Dan Keguruan, 5(1), 64-72. https://doi.org/10.53398/ja.v5i1.1004

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Vol. 5 No. 1 (2026): Jurnal Al-Kifayah: Ilmu Tarbiyah dan Keguruan

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