NILAI-NILAI TASAWUF SEBAGAI FONDASI PENDIDIKAN KARAKTER PESERTA DIDIK DI ERA MODERN
DOI:
https://doi.org/10.65802/an-nur.v2i1.97Keywords:
Sufism, Character Education, Modern Era, Students, Moral Formation.Abstract
The modern era offers technological advancements yet simultaneously presents challenges to students’ character development, including increasing individualism, weakened self-control, and declining spiritual awareness. Sufism, as an integral part of Islamic intellectual tradition, provides moral and spiritual values that can serve as a strong basis for balanced character education. This study aims to explore Sufi values such as tazkiyatun nafs (purification of the soul), muhasabah (self-reflection), zuhd (simplicity), taqwa (piety), and mahabbah (love of God) as foundational principles for character development in modern educational contexts. Using a literature review method, this study analyzes classical and contemporary sources. The findings reveal that Sufi values are effective in fostering noble character, emotional self-regulation, and a balanced life orientation between worldly and spiritual goals. Therefore, Sufism remains relevant as a strategic approach in shaping students’ character amid the challenges of modernization.
References
Aziz, M. 2021. “Internalisasi Nilai-Nilai Tasawuf dalam Pembentukan Karakter Peserta Didik.” Jurnal Pendidikan Islam 12, no. 2: 145–160.
Fadhilah, R. 2022. “Tasawuf dan Transformasi Karakter Peserta Didik di Era Digital.” Jurnal Pendidikan Islam 14, no. 1: 45–59.
Fitriani, S. 2022. “Implementasi Pendidikan Karakter Berbasis Spiritualitas di Sekolah Menengah.” Jurnal Ilmu Pendidikan 7, no. 1: 50–63.
Hidayat, A. 2018. “Peran Guru sebagai Teladan dalam Penguatan Pendidikan Karakter.” Jurnal Manajemen Pendidikan 5, no. 2: 101–114.
Mukhtari, A. (2025). MODEL KEPEMIMPINAN PENDIDIKAN KH HASYIM ASY'ARI: ANALISIS HISTORIS TERHADAP KONSEP ADAB AL-'ALIM WA AL-MUTA'ALLIM. NIHAYAH: Journal of Islamic Studies, 1(2), 256-271.
Mulyani, T. 2020. “Kesabaran sebagai Dasar Pembentukan Kepribadian Santri dalam Perspektif Tasawuf.” Jurnal Tarbiyah dan Studi Islam 9, no. 3: 233–247.
Nasrullah, N. (2025). Menggugat Model Evaluasi Kognitif Dalam Pai Sebagai Penghambat Pendewasaan Iman. AN-NUR: Jurnal Pendidikan dan Pembelajaran, 1(2), 443-459.
Nuraini, L. 2023. “Internalisasi Nilai Spiritual dalam Pembentukan Regulasi Emosi Siswa.” Jurnal Psikologi Pendidikan 11, no. 2: 112–125.
Putra, A. 2022. “Pengaruh Media Sosial terhadap Disiplin Belajar Remaja.” Jurnal Teknologi dan Pendidikan 8, no. 3: 201–215.
Rahmawati, D. 2021. “Modernisasi Pendidikan dan Tantangan Pembinaan Akhlak Generasi Muda.” Edukasi Islami: Jurnal Pendidikan Islam 10, no. 4: 612–625.
Ramadan, R. (2025). Homeschooling Islami Melawan Arus Pendidikan Mainstream. NIHAYAH: Journal of Islamic Studies, 1(2), 504-519.
Rohman, F. 2019. “Integrasi Tasawuf dalam Kurikulum Pendidikan Karakter di Madrasah.” Jurnal Studi Islam 14, no. 1: 77–90.
Sari, N. 2020. “Pembiasaan Religius dalam Membentuk Karakter Siswa di Sekolah Dasar.” Jurnal Pendidikan Dasar Nusantara 2, no. 1: 67–76.
Sulastri, N. 2021. “Digital Behavior dan Tantangan Pembinaan Akhlak pada Generasi Z.” Jurnal Pendidikan dan Sosial 6, no. 1: 33–48.
Suryana, A., and R. Halim. 2021. ”Pendidikan Karakter dalam Perspektif Psikologi dan Tasawuf Modern”. Bandung: Pustaka Ilmiah.
Syafitri, D. 2022. “Peran Muhasabah dalam Meningkatkan Karakter Siswa.” Jurnal Moral dan Karakter 5, no. 2: 88–97.
Taufiq, M. (2025). Membangun Etika Digital Remaja melalui Filsafat Pendidikan Ibnu Tufail. AN-NUR: Jurnal Pendidikan dan Pembelajaran, 1(2), 460-472.
Yazid, M. 2017. “Tasawuf dan Pengembangan Kepribadian Remaja di Era Globalisasi.” Jurnal Hikmah 11, no. 2: 85–97.
Yuningsih, M. 2021. “Model Pendidikan Karakter Berbasis Spiritualitas di Sekolah Islam”. Bandung: Pustaka Cendekia.
Zulfa, L. 2022. “Relevansi Nilai-Nilai Spiritual dalam Menghadapi Krisis Moral Generasi Muda.” Jurnal Moralitas 6, no. 1: 120–134.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lailatul Aulia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
