Wawasan:
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EISSN 2775-3573
Volume 6 Nomor 1 Tahun 2025
ISLAMIC EDUCATION MANAGEMENT IN AXIOLOGICAL
STUDIES: THE INTEGRATION OF SCIENTIFIC AND MORAL
VALUES IN LEARNING
Sri Sunarti* Bujang Rahman** *Loka Diklat Keagamaan Lampung.
Indonesia ** Universitas Lampung.
Indonesia *sribdk@gmail.
**E-mail: bujang.
suropati@gmail.
Abstract This study examines the integration of scientific and moral values in Islamic education from an axiological perspective, with a particular emphasis on the role of educational management in fostering holistic learners.
Utilizing a qualitative research approach and a literature review method, this article analyses classical and contemporary literature related to Islamic educational philosophy, educational management, and ethical-spiritual values in education.
The findings reveal that Islamic educational institutions continue to struggle with balancing cognitive achievement and character development.
Fragmented curricula, inadequate value-based teacher training, and the influence of secular paradigms are identified as key factors contributing to this issue.
However, the study also highlights effective integrative practices such as tauhid-based character education, value-oriented pedagogical strategies, and community engagement in the educational process.
Drawing upon the philosophical insights of AlAttas and Al-Faruqi, the study underscores the importance of a unified Islamic epistemology that harmonizes revealed knowledge .
and acquired knowledge .
to develop Insan KamilAian individual who is intellectually competent, morally upright, and socially responsible.
The article recommends curriculum reform, enhanced teacher development, and value-based management as core strategies to build a comprehensive and transformative Islamic education system, offering a hopeful and inspiring vision for the future of Islamic education.
These findings offer valuable insights for scholars, education practitioners, and policymakers aiming to design a more sustainable, value-driven Islamic educational management system.
Keywords: Islamic Education.
Educational Management.
Axiology.
Moral Values.
Curriculum Reform Abstrak Penelitian ini bertujuan untuk mengkaji integrasi nilai-nilai ilmiah dan nilai-nilai moral dalam pendidikan Islam dari perspektif aksiologis, dengan penekanan khusus pada peran manajemen pendidikan dalam membentuk peserta didik yang holistik.
Dengan menggunakan pendekatan penelitian kualitatif dan metode studi pustaka.
Artikel ini menganalisis literatur klasik dan kontemporer yang berkaitan dengan filsafat pendidikan Islam, manajemen pendidikan, serta nilai-nilai etika dan spiritual dalam pembelajaran.
Hasil kajian menunjukkan bahwa institusi pendidikan Islam masih menghadapi tantangan dalam menyeimbangkan pencapaian kognitif dengan pembentukan karakter.
Kurikulum yang terfragmentasi, minimnya pelatihan guru berbasis nilai, dan pengaruh paradigma sekuler menjadi faktor penyebab utama.
Meski demikian, penelitian ini juga menemukan praktikpraktik integratif yang efektif, seperti pendidikan karakter berbasis tauhid, pendekatan pedagogis nilai-orientatif, serta pelibatan masyarakat dalam pendidikan.
Dengan merujuk pada pemikiran Al-Attas dan Al-Faruqi, penelitian ini menekankan pentingnya epistemologi Wawasan:
Jurnal Kediklatan Balai Diklat Keagamaan Jakarta PISSN 2548-9232.
EISSN 2775-3573
Volume 6 Nomor 1 Tahun 2025 Islam yang menyatukan ilmu yang diwahyukan .
dan ilmu yang diperoleh .
sebagai dasar pengembangan insan kamilAiindividu yang cerdas secara intelektual, luhur secara moral, dan bertanggung jawab secara sosial.
Artikel ini merekomendasikan reformasi kurikulum, penguatan pelatihan guru, serta manajemen berbasis nilai sebagai strategi utama dalam membangun sistem pendidikan Islam yang utuh dan transformatif.
Temuan ini diharapkan memberikan kontribusi signifikan bagi para akademisi, praktisi pendidikan, dan pembuat kebijakan dalam merancang manajemen pendidikan Islam yang berbasis nilai secara lebih komprehensif dan berkelanjutan.
Kata Kunci: Pendidikan Islam.
Manajemen Pendidikan.
Aksiologi.
Nilai Moral.
Reformasi Kurikulum Wawasan:
Jurnal Kediklatan Balai Diklat Keagamaan Jakarta PISSN 2548-9232.
EISSN 2775-3573
Volume 6 Nomor 1 Tahun 2025 challenges it faces (Suriadi et al.
, 2021.
Islamic educational institutions (IEI.
play a crucial role in shaping and producing human resources that are Islamic in nature, with graduates who technologically adept, and possess piety (Suriadi et al.
, 2021.
These institutions are tasked with developing and utilizing these capabilities while adhering to the principles of Islam, moral values, and high ethical standards (Perawironegoro, 2.
Islamic education is an educational system that not only emphasizes intellectual achievement alone but is also oriented towards the formation of character and moral integrity in In a modern context that is dynamic and complex, the challenge of Therefore, the axiological approach, which emphasizes the study of values and their role in shaping individuals and societies, becomes very relevant to be studied further in the Islamic Through this approach, education is not only seen as a process of transferring knowledge but also as a process of instilling moral values that originate from Islamic teachings.
Islamic education is not only oriented towards intellectual aspects but also integrates spiritual, moral, and social aspects in an effort to form people who are faithful, knowledgeable, and have noble morals (Zuhairini, 2.
INTRODUCTION
Education is one of the techniques to gain knowledge and insights that are useful for self-improvement and the progress of the Indonesian nation.
Knowledge can be obtained anytime, anywhere and with anyone.
Education is a means of developing human resources that can enhance skills and abilities, serving as a supporting factor for human efforts in navigating life (Hasan.
Endah.
Trikusuma.
Umami.
Rahmah.
, 2.
In todayAos world of education, technological advances are a significant contributor to educational changes, where everything is increasingly associated with learning, resulting in a decline in moral values and character among the next generation.
It is becoming increasingly urgent for educators to enhance learning by guiding and instilling moral values, character, and ethics.
Therefore, there is a pressing need for education to be integrated with Islamic studies to ensure the moral soundness of the next well-planned process, when executed effectively, can yield positive outcomes.
In particular.
Islamic education embodies the aspirations of Muslims to preserve, transmit, internalize, and transform Islamic values by teaching them to the next generation.
The establishment of Islamic educational institutions has stirred a wide range of concerns within society, especially amidst the diverse Wawasan:
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Volume 6 Nomor 1 Tahun 2025 The development of educational programs, particularly in Islamic educational institutions, must be based on Islamic values as taught in the QurAoan and Hadith.
In Surah Al-Hajj .
:77-.
Allah instructs humanity on how to plan, particularly in the context of education:
the helper.
Ay (Qur'an.
Surah Al-Hajj 22:77-.
This surah, which commands bowing, prostration, worship, and doing good (QS 22:.
, reflects a holistic goal of education that aims to develop individuals who are spiritually devoted, morally upright, and socially This educational planners to design curricula and programs that not only transfer knowledge but also foster faith, ethical character, and a commitment to public Surah Al-Hajj 22:77Ae78 provides a comprehensive spiritual and ethical framework for Islamic education, supporting holistic planning and Researchers often use this verse to argue for education systems that integrate faith, values, intellectual excellence, and community service, reflecting the true spirit of Islamic education.
This verse outlines a fundamental concept that cannot be compromised during the educational planning process to achieve the desired The essence of this teaching highlights the differences between general management and management from an Islamic perspective, which is filled with virtues (Hidayat et al.
, n.
An Islamic education philosophy requires in-depth study, especially in addressing the axiological issues within Islamic education.
One significant issue is the failure of Islamic education to instil ethical values and shape students into individuals with the personality of A aEa eO aO e a eaO aO ea eaOA e AOe a O aN E aOeIa aIIaOA Aa aE eI aO eAaEaO eE aO ae EaaE aE eI a eA aE a eO oIa yA AaO a aN eaO AaO a a C a aN n aN N aaO e a OEa eI aO aIA A aIEa a a eOEa eIA a a aEA s AEa eO aE eI AaO E a cO aeI aI eI a aA A IOEa aI eE aI e aE aIOeIa io aI eI Ca e aE aOAa eOA a Aa e aNO aeI N aaOA AEa eOEa eI aOa aE eOIa eOA a A eO aEA a AEA ANa aE aOEa eOIa A a A aN eOUA AA EO a aO aOA n a AEaO E IA A Aa a aC eO aIO E A a Aa aN a aA a aI eO a a N aaO aI eO EO aE o eI Aa aI e aIA a AE EO a aO eA n AAO ae yA a AeE aI eO EO aO aI e aI E IA AuO you who have believed, bow and prostrate and worship your Lord and do good that you may succeed.
And strive for Allah with the striving due to Him.
He has chosen you and has not placed upon you in the religion any Follow the religion of your forefather Abraham.
He has named you Muslims, both in the former scriptures and this Qur'an, so that the Messenger may be a witness over you, and you may be witnesses over the people.
establish prayer, give zakah, and hold fast to Allah.
He is your protector, and excellent is the protector and excellent is Wawasan:
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Volume 6 Nomor 1 Tahun 2025 a true Muslim, as exemplified by Prophet Muhammad.
This shortcoming may stem from the fact that Islamic education has primarily focused on cognitive aspects and has yet to fully integrate the affective and psychomotor domains, as noted by Abd.
Rahman Assegaf .
4: .
notes that integrating knowledge, action, ethics, and faith remains a challenge in Islamic alone but must also reflect the dimensions of these noble values.
In this context, it is essential to examine in depth how these axiological values can be integrated into the educational management process, spanning from curriculum planning and learning implementation to evaluation of learning outcomes.
One of the crucial issues raised in this article is how to integrate scientific values and moral values harmoniously within the learning system of Islamic The application of scientific values requires rationality, objectivity, and adherence to scientific methods, whereas moral values are closely tied to spirituality.
Integration of both requires a holistic curriculum approach, value-based pedagogical strategies, and the active role of teachers as moral and intellectual role models.
Thus, the development of a knowledge and spiritual values is an urgent need in Islamic education In addition to the learning level, the integration of scientific and moral values also needs to be realized in the managerial and policy aspects of Islamic Value-based commitment from policymakers to establish a system that fosters the development of an ethical and transformative school culture.
This includes a teacher recruitment system continuous professional development, and community involvement in the education process.
Therefore, it is essential to evaluate existing education policies and assess the extent to which incorporated in practice in the implementation of Islamic education.
Thus, theoretical and practical contributions to the development of Islamic education management based on axiological The study of the philosophical foundation of values, the integration of scientific and moral values in learning, and the implications of educational policy are expected to serve as an important reference for academics.
Ultimately.
Islamic education that is managed in an actionable and valuable manner will produce individuals who are not only intellectually intelligent but also morally noble and who can address the challenges of the times while remaining grounded in universal Islamic values.
Wawasan:
Jurnal Kediklatan Balai Diklat Keagamaan Jakarta PISSN 2548-9232.
EISSN 2775-3573
Volume 6 Nomor 1 Tahun 2025 educational values and how they can be embedded within the educational planning and management process.
Particular attention was given to how Islamic education can balance scientific rationality with moral integrity and how curriculum, pedagogy, and policy can reflect this integration in practical The findings were interpreted in light of established Islamic principles cross-referenced contemporary educational theories and practices to ensure contextual relevance and scholarly accuracy.
To ensure the credibility and trustworthiness of the analysis, a triangulation of sources was conducted, combining classical Islamic texts, modern philosophical interpretations, and academic discourse.
This approach allowed the study to produce a comprehensive, ethically grounded, framework for Islamic education planning and management.
In conclusion, this methodology facilitates a comprehensive theoretical examination of how Islamic values can serve as the philosophical and operational foundation for educational By focusing on the integration of scientific and moral values, this study aims to make a meaningful contribution to the discourse on Islamic education reform and provide practical insights for educators, curriculum developers, and policymakers seeking to implement value-based METHOD This study employs a qualitative philosophical-axiological analysis, to explore the integration of scientific and moral values in Islamic education The research is designed as a library-based .
iterature revie.
study, focusing on the analysis of relevant texts, including classical Islamic philosophical writings on education.
Given the normative nature of the research, which seeks to understand how Islamic ethical and spiritual values can be systematically incorporated into educational planning and practice, a philosophical approach rooted in axiologyAithe study of valuesAiis most Data for this research were collected through an extensive review of both primary and secondary sources.
Primary sources include the QurAoan, particularly Surah Al-Hajj, verses 77Ae78, and authentic Hadiths that emphasise moral guidance and educational values.
Secondary sources include scholarly works on Islamic education philosophy, such as those by Zuhairini et al.
Al-Attas .
, and their challenges in value-based education.
The data were analyzed using These recurring themes, concepts, and Islamic Wawasan:
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Volume 6 Nomor 1 Tahun 2025 the explicit curriculum and the hidden curriculum, influencing both the content and conduct of education within Islamic institutions (Zuhairini.
The QurAoan, particularly in verses such as Surah Al-Hajj 22:77Ae 78, presents a holistic vision of human development that is at the heart of Islamic education.
The commands to Aubow,Ay Auprostrate,Ay Audo good,Ay and Austrive in the way of AllahAy reflect the integrative nature of spiritual devotion, ethical conduct, and social responsibility.
This comprehensive vision provides a normative framework for Islamic As a result, educational managers in Islamic institutions are not only administrators but also ensuring that the system fosters not only academic excellence but also spiritual and moral growth (Suriadi et al.
, 2021.
The research also emphasizes that the axiological dimension must inform all stages of educational .
In planning, the goals and objectives must align with Islamic ethical teachings, ensuring that education aims to cultivate virtue .
In implementation, pedagogical strategies should reflect the values of mercy, justice, and cooperation, with teachers serving as role
RESULT AND DISCUSSION
Axiological Foundations in Islamic Education The findings of this study, which underscore the pivotal role of axiology in Islamic education, are of significant importance.
Axiology, a branch of philosophy, explores the nature of valuesAiparticularly moral, spiritual, and aesthetic valuesAiand their impact on human behaviour and decision-making (Frankena.
In the context of education, axiological considerations not only shape the content of what is taught but also the methods, reasons, and goals of teaching.
This philosophical significance in Islamic education, where values are not merely products of human reasoning but are derived from divine revelation, notably the QurAoan and Hadith.
Islamic education, at its core, is about shaping complete human Its fundamental mission is to al-insan, al-Kamil, individuals who possess not only knowledge but also deep moral and spiritual integrity (Al-Attas, 1.
The research demonstrates that Islamic values, such as justice .
, truthfulness .
, trustworthiness .
mAna.
, compassion .
, and responsibility .
asAoliyya.
, are not just additional principles but are foundational to the educational These systematically instilled through both Wawasan:
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Volume 6 Nomor 1 Tahun 2025 models who embody these values (Hashim & Langgulung, 2.
In evaluation, success is not measured solely by test scores but by the internalization of values, behavioural transformation, and contributions to society (Assegaf.
Moreover, failure to apply axiological principles in educational management can result in moral gaps and character crises, as Islamic education risks being reduced to formalities and cognitive instruction As some scholars argue, this failure to fully integrate ilm .
with amal .
and akhlaq .
has led to a achievement and moral behaviour in students (Hasan, 2.
Islamic education insists that the integration of scientific and moral values is essential to achieve Genuine instruction in Islam does not isolate the intellect from the soul or reality from value.
However, it harmonizes them to create a balanced and responsible person who actively contributes to society and is always mindful of their responsibility to God.
The books from (Sulayman.
A, 1.
titled AuThe Islamization of Knowledge,Ay starts by critiquing the confronted by the Muslim world, which he qualifies as the uncritical appropriation of Western standard ideal models that isolated logical information from ethical and other Al-Faruqi presents a work plan for the Islamization of information, which incorporates the improvement of modern reading materials and educational programs, as well as meticulousness with moral and spiritual mindfulness.
He also emphasizes the need to develop a new generation of researchers who are bilingual in mental traditions and proficient in both cutting-edge logical disciplines and Islamic heritage.
This integrator approach aims to create value-oriented experts who recognize their ethical responsibility to God within the application of information.
In conclusion, this study finds that axiological foundations in Islamic education are not peripheral but central.
They must guide every element of the educational systemAi from vision and mission statements to curriculum development, teaching methodologies, leadership models, and institutional policies.
Islamic education must, therefore, be rooted in a value system that integrates intellectual, moral, and spiritual excellence, producing graduates who are not only intelligent but also Wawasan:
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Volume 6 Nomor 1 Tahun 2025 ethically guided and spiritually Integrating Cognitive Achievement and Character Formation in Islamic Education Management In the context of Islamic education, learning is not merely a cognitive process but a holistic transformation that involves the intellect (Aoaq.
, spirit .
, and behaviour (Aoama.
Therefore, the role of education managers in Islamic institutions is not limited to overseeing administrative functions but extends to designing and implementing learning strategies that integrate academic excellence with moral and spiritual development.
This integrated vision is rooted in the Islamic understanding of knowledge (Aoil.
as both instrumental and transformational, a means to understand the world and to attain closeness to Allah (Al-Attas, 1.
Designing Integrated Curriculum (Kurikulum Terpad.
The first strategic step is the development of an integrated curriculum that does not separate religious sciences .
l-Aoulum aldiniyya.
from worldly sciences .
l-Aoulum al-dunyawiyya.
Instead, both are framed within a unified epistemology based on Tawhid .
he Oneness of Go.
, interconnectedness of knowledge (Hashim Langgulung, 2.
In such a Scientific contextualized with ethical considerations and QurAoanic Moral values such as honesty, responsibility are embedded across all subjects.
Learning outcomes encompass .
, .
, psychomotor .
domains, aligning with the Islamic .
arbiyah, taAodib, and taAoli.
This curriculum model aims individuals who are intellectually capable, morally upright, and socially responsible (Zuhairini, .
Value-Based Pedagogical Approaches Implementation grounded in Islamic values.
Islamic methods that are:
Dialogical Encouraging teacher-student based on mutual respect .
Experiential Fostering real-life applications of moral values through service Wawasan:
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Volume 6 Nomor 1 Tahun 2025 engagement, and reflective Spiritual Incorporating practices such as recitation of the QurAoan, dhikr .
emembrance of Go.
, and consciousness .
during the learning process.
Such supported by constructivist and transformative learning theories, which align with Islamic goals of fostering ethical and reflective Lessons are not designed only to deliver information but to shape attitudes, behaviour, and identity, grounded in Islamic ethical teachings.
The integration of logical and ethical values refers to an combines empirical knowledge .
with spiritual-ethical standards .
thical qualit.
as outlined in Islamic teachings.
Islamic researchers such as Al-Ghazali.
Ibn Sina, and Ibn Khaldun advanced the integration of reason, science, and otherworldly The primary Islamic concept is Tauhid, which encompasses fundamental ideas about the All information, whether uncovered .
or procured .
, begins from and leads back to God.
Subsequently, the Islamic viewpoint does not separate logical information from ethical and spiritual considerations.
The Role of the Teacher as a Moral and Intellectual Role Model Teachers in Islamic education are not only facilitators of knowledge but also embodiments of Islamic values.
The Prophet Muhammad A Ais described in the QurAoan as an Auuswah hasanahAy .
good exampl.
(QurAoan.
Surah AlAhzab 33:.
, setting the standard for educators in Islam.
Therefore, education managers must:
Recruit and develop teachers who possess both professional competence and moral Provide continuous spiritual and pedagogical training to strengthen teachersAo roles as moral guides.
Encourage reflective practice, self-discipline, and modelling of Islamic behaviour in and outside the classroom.
When teachers serve as role models of honesty, humility, students are more likely to internalize these values alongside academic knowledge (Assegaf.
Zuhairini, 2.
Balancing Modern Knowledge and Islamic Spiritual Values Wawasan:
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Volume 6 Nomor 1 Tahun 2025 One of the central challenges in Islamic education today is achieving a balance between modern scientific knowledge and Islamic spiritual values.
This balance is not a compromise but a knowledge is reoriented with an Islamic worldview.
Education management can achieve this Encouraging critical thinking alongside moral reasoning.
Integrating Islamic ethical discourse into STEM and social Promoting learning that connects science, philosophy, and theology.
This synthesis fosters a valuebased critical consciousness, enabling students to engage with the modern world without losing their Islamic identity (Al-Attas.
Suriadi et al.
, 2021.
intellectually capable, and socially The philosophical contributions of scholars such as Al-Attas.
Al-Faruqi, and Assegaf further reinforce the need for a unified epistemology based on Tawhid, where both revealed .
harmonized to form the Insan KamilAi the ideal integrated Muslim personality.
Effective Islamic management, therefore, must move beyond administrative efficiency to actively foster moral excellence.
requires curriculum development that combines religious and scientific centred on ethical formation, and leadership that models Islamic virtues.
Teachers play a vital role not only as content experts but as moral exemplars.
Ultimately, value-based management is key to transforming Islamic educational institutions into agents of spiritual, moral, and intellectual advancement.
CONCLUSION
competence, the moral and ethical dimensions of education are often The axiological values derived from the QurAoan and HadithAiincluding justice, honesty, compassion, trustworthiness, and responsibility, must not be treated as complementary but as essential components of educational design and Surah Al-Hajj .
:77Ae.
presents a spiritual and ethical RECOMMENDATIONS Based on the findings, several proposed to advance Islamic education Curriculum Reform and Integration C Develop value-integrated curriculum that connects all subjects, both religious and Wawasan:
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Volume 6 Nomor 1 Tahun 2025 secular, with Islamic moral C Encourage approaches that contextualize scientific knowledge within ethical and spiritual discourses grounded in the QurAoanic C Include character education modules as a compulsory part of all learning levels.
Value-Based Teacher Training and Development C Implement teacher training programs that emphasize not only instructional development of moral and spiritual leadership skills.
C Provide ongoing professional development in value-based pedagogy, reflective practice, and Islamic ethics.
C Prioritize the recruitment and promotion of teachers who demonstrate both pedagogical excellence and high moral Transformational Pedagogy C Adopt student-centered and experiential learning models that encourage ethical reflection, community engagement.
C Use Islamic spiritual practices such as dhikr, prayer, and storytelling of Prophetic ethics to reinforce value internalization.
C Promote dialogical learning environments that foster critical thinking and moral reasoning.
Policy and Institutional Culture Alignment C Ensure that the school vision, mission, and strategic goals are rooted in axiological principles and reflect a commitment to the development of the Insan Kamil.
C Establish a code of ethics for educational leaders and staff that guides behaviour, decisionmaking, and conflict resolution.
C Facilitate collaboration between communities to create a morally Evaluation and Quality Assurance C Develop holistic assessment tools that measure not only academic outcomes but also behavioural change, ethical awareness, and spiritual development.
C Conduct regular institutional audits and evaluations to ensure alignment between educational C Support research and innovation in the field of Islamic education to continuously improve the integration of values in teaching and management.
Wawasan:
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Volume 6 Nomor 1 Tahun 2025
DAFTAR PUSTAKA