Holistic Education Perspective of KH. Ahmad Dahlan: Forming Moral Students in the Era of Industrial Revolution 4.0 (Case Study at SDIT Assalam Sanden)

Ilham Kurniawan, Habibburrahman Habibburrahman

Abstract


Holistic education from the perspective of KH. Ahmad Dahlan is one of the relevant approaches to form a skilled and well-mannered young generation in the era of the industrial revolution 4.0 because it integrates Islamic and intellectual values by emphasizing active learning and developing social awareness. The place where this research was conducted was SDIT Assalam Sanden, with a descriptive qualitative approach as the method used. Meanwhile, data collection techniques in this study include observation, interviews and documentation. The formation of student morals through holistic education from the perspective of KH. Ahmad Dahlan at SDIT Assalam Sanden has been carried out well. The implementation of holistic education includes four stages, namely planning, implementation, control and evaluation.

Keywords


Pendidikan Holistik; Pembentukan Akhlak; Revolusi Industri 4.0

Full Text:

PDF

References


Adelliani, N., Sucirahayu, C. A., & Zanjabila, A. R. (2023). Analisis Tematik pada Penelitian Kualitatif. Penerbit Salemba.

Afni, S. R. N. (2022). Konsep Pendidikan Spiritual Perspektif Al-Quran Surat Luqman Ayat 12-19 dan Konstekstualisainya dalam Pembelajaran K-13. IAIN Kediri.

Al-Faruqi, I. R. (1987). Islamization of knowledge: General principles and work plan. International Institute of Islamic Thought.

Al-Ghazali, A. (2001). Ihya’Ulum al-Din. Beirut: Dar Al-Fikr.

Algifari, I. (2023). Konsep Pendidikan Berkemajuan Perspektif Kh Ahmad Dahlan Relevansinya Dengan Pendidikan Islam Era Revolusi Industri 4.0. Universitas Islam Indonesia.

Andreas, S. (2018). Strong Performers and Successful Reformers in Education World Class How to Build a 21st-Century School System: How to Build a 21st-Century School System. OECD Publishing.

Arofah, S. (2015). Gagasan Dasar Dan Pemikiran Pendidikan Islam KH Ahmad Dahlan. Tajdida: Jurnal Pemikiran Dan Gerakan Muhammadiyah, 13(2), 114–124.

Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.

Daulai, A. F. (2020). Modernisasi pendidikan pada Muhammadiyah. Tazkiya: Jurnal Pendidikan Islam, 8(2).

Effendi, M., Warsah, I., & Bahri, S. (2024). Implementasi manajemen pendidikan karakter berbasis adab di sekolah dasar Islam terpadu. Dirasah: Jurnal Studi Ilmu Dan Manajemen Pendidikan Islam, 7(2), 513–523.

Fatonah, R. J., Yunizar, D. A., Yunita, N., Sa’diyah, S., & Gustian, R. (2023). Analisis Penerapan Pendidikan Moral dalam Penguatan Karakter Peserta Didik. Jurnal Basicedu, 7(6), 4018–4032.

Freire, P. (1970). Pedagogy of the oppressed. Continuum. New York.

Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Basic books.

Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. Bantam.

Hasanah, U. U., Nursholichah, K. U., Suleman, M. A., Marliansyah, A., & Febriansyah, R. (2024). Pemikiran KH Ahmad Dahlan tentang pendidikan dan relevansinya dengan pendidikan kontemporer. IHSANIKA: Jurnal Pendidikan Agama Islam, 2(4), 160–177.

Hendriana, E. C., & Jacobus, A. (2017). Implementasi pendidikan karakter di sekolah melalui keteladanan dan pembiasaan. JPDI (Jurnal Pendidikan Dasar Indonesia), 1(2), 25–29.

Hidayanto, A., Hikmatiyar, A., & Huda, S. (2024). KH Ahmad Dahlan’s Teachings: Foundation of Muhammadiyah Educational Philoshopy. Journal of Islamic and Muhammadiyah Studies, 6(1), 10–21070.

Ismail, I. (2014). Konsep Pendidikan KH. Ahmad Dahlan. Al-Qalam: Jurnal Kajian Islam Dan Pendidikan, 6(1), 65–73.

Jia, L. (2021). Christian Values Education and Holistic Child Development from the Parent Perspective in Santiago City, Philippines. Southeast Asia Early Childhood, 10(1), 86–100.

Khayati, L. A. N. (2020). Konsep Pendidikan Islam Integratif Menurut KH Ahmad Dahlan. IAIN Purwokerto.

Kumalasari, D. (2017). Pendidikan karakter dalam perspektif tokoh Muhamadiyah. HISTORIA, 1(1), 5–12.

Mahmudah, S., Ichsan, Y., Azizah, S. N., Anggraeni, S., & Ussyifa, R. S. (2022). Urgensi Pendidikan Akidah Akhlak Menurut Kh. Ahmad Dahlan. Tamaddun, 23(2), 151.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd. Thousand Oaks, CA: Sage.

Miller, J. P. (2005). Holistic learning and spirituality in education: Breaking new ground. New York University.

Moleong, J. (2009). Lexy. 2014. Metode Penelitian Kualitatif, Edisi Revisi. PT Remaja Rosdakarya, Bandung.

Muliawati, Y., & Setiasih, O. (2024). Anak Usia Dini Dalam Perspektif KH. Ahmad Dahlan. Aulad: Journal on Early Childhood, 7(3), 1019–1027.

Naik, R. P. (2019). Phenomenon-based learning in Finland.

Naisbitt, J. (1982). Megatrends: Ten Directions of Transforming Our Lives. Warner Books New York.

Nashir, H. (2010). Muhammadiyah gerakan pembaruan. Suara Muhammadiyah.

Noddings, N. (2015). Care ethics and “caring” organizations. Care Ethics and Political Theory, 72–84.

Nurbaiti, R., Alwy, S., & Taulabi, I. (2020). Pembentukan Karakter Religius Siswa Melalui Pembiasaan Aktivitas Keagamaan. EL Bidayah: Journal of Islamic Elementary Education, 2(1), 55–66.

Ruslan, A. (2020). Falsafah ajaran kyai Ahmad Dahlan dan etos pendidikan Muhammadiyah. Chronologia: Journal of History Education (2020), 2(1), 1–16.

Sallis, E. (2014). Total quality management in education. Routledge.

Setiyani, T. W. M., & Tentiasih, S. (2025). Pemikiran KH. Ahmad Dahlan Tentang Pendidikan Karakter Berbasis Al-Qur’an. TAJDID: Jurnal Pemikiran Keislaman Dan Kemanusiaan, 9(1), 55–69.

Sholahudin, T., Abid, I., Ikhwanudin, M., Arrizky, M. N., & Al-Ghozali, U. M. (2025). Evaluasi hasil Pembelajaran Pendidikan Agama Islam (PAI) Tinjauan terhadap Ayat Al-Qur’an dalam Aspek Kognitif, Afektif, dan Psikomotorik. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 6(1), 165–171.

Steenbrink, K. A. (1994). Pesantren, Madrasah, Sekolah: Pendidikan dalam kurun waktu modern. Jakarta: LP3ES, 65–67.

Suliyanto, S. D., Maulina, S., & Amrillah, R. (2024). Konsep Pendidikan Islam Menurut K.H. Ahmad Dahlan. Jurnal Ilmiah Multidisiplin, 3(03), 103–109.

Syahrizal, H., & Jailani, M. S. (2023). Jenis-jenis penelitian dalam penelitian kuantitatif dan kualitatif. QOSIM: Jurnal Pendidikan, Sosial & Humaniora, 1(1), 13–23.

Twenge, J. M., & Campbell, W. K. (2009). The narcissism epidemic: Living in the age of entitlement. Simon and Schuster.

UNESCO, P. (2021). Reimagining our futures together: A new social contract for education. Educational and Cultural Organization of the United Nations Paris, France.

Vygotsky, L. S. (1978). Socio-cultural theory. Mind in Society, 6(3), 23–43.

Wulandari, F., Hidayat, T., & Muqowim, M. (2021). Konsep pendidikan holistik dalam membina karakter Islami. Muróbbî: Jurnal Ilmu Pendidikan, 5(2), 157–180.

Yuliana, N., & Fahri, M. (2020). Model Pendidikan Holistik Berbasis Karakter Di Sekolah Karakter Indonesia Heritage Foundation. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru, 12(1), 15–24.

Yunus, M. F., Rusdin, R., & Gusnarib, G. (2024). Menerapkan Konsep Penilaian Holistik dalam Pendidikan Islam. Prosiding Kajian Islam Dan Integrasi Ilmu Di Era Society (KIIIES) 5.0, 3(1), 433–438.




DOI: https://doi.org/10.56114/al-ulum.v6i3.12471

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Al-Ulum: Jurnal Pendidikan Islam

ISSN 2723-5459 (Online)

 Statcounter

Web Analytics Made Easy - Statcounter

Flag Counter