KONSTRUKSI PENDIDIKAN KARAKTER DALAM TAFSIR AL-AZHAR DAN TAFSIR AL-MISHBAH

Siti Khodijah, NIM.: 21304011003 (2025) KONSTRUKSI PENDIDIKAN KARAKTER DALAM TAFSIR AL-AZHAR DAN TAFSIR AL-MISHBAH. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study explores the construction of character education in Tafsir Al-Azhar by Hamka and Tafsir Al-Mishbah by M. Quraish Shihab. The main issues addressed are how character education is constructed in these two interpretations and how the thoughts of Hamka and Quraish Shihab contribute to the formulation of character education goals. The study aims to identify character values contained in both tafsir works and to construct a model of character education based on the Qur’an and Hadith, using the theoretical framework of character education from Ibn Miskawaih and Thomas Lickona. The research seeks to reveal character values and to develop a construction of character education in Tafsir Al-Azhar by Hamka and Tafsir Al-Mishbah by M. Quraish Shihab. A qualitative approach was used in the form of library research, employing content analysis as the method. The primary data sources are the texts of the two tafsir works, with secondary data drawn from literature on character education. Data collection techniques included documentation and literature review, while data analysis was conducted through reduction, categorization, and thematic interpretation. The study applies Ibn Miskawaih’s theory of character education, which focuses on moral balance (wisdom, courage, temperance, and justice), as well as Thomas Lickona’s model emphasizing the cognitive, affective, and behavioral dimensions of morality. The findings indicate: first, that the character values found in Tafsir Al-Azhar and Tafsir Al-Mishbah cover seven major themes (religiosity, honesty, empathy, patience, leadership, responsibility, and patriotism) derived from contextual and normative interpretations of Qur’anic verses. Second, the construction of character education in these tafsir works is an original contribution of this study, formulated through the exploration of character-themed verses in both tafsir texts. Although neither exegete explicitly outlines a systematic concept of character education, this research successfully builds a conceptual framework of character education based on these interpretations. The resulting construction integrates spiritual, moral, and social values into a cohesive model of character education that is both integrative and applicable within the context of Islamic education in Indonesia

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