KH. Hasyim As'ari's Concept of Adab Education As Foundation For Students' Learning Ethics

Authors

  • Nuryadi Yadi STAI Syekh Manshur Pandeglang
  • Aat Royhatudin STAI Syekh Manshur Pandeglang
  • Muhamad Syara Nurhakim STAI Syekh Manshur Pandeglang

DOI:

https://doi.org/10.71280/jotter.v4i1.629

Keywords:

adab education, learning ethics , Letrnea

Abstract

This study examines the concept of adab education proposed by KH. Hasyim Asy'ari in Adab al-’Alim wa al-Muta’allim  and its relevance as a foundation for students' learning ethics. The study aims to describe the concept of adab education, identify the values of students' adab contained in the book, and analyze their relevance to learning ethics in contemporary education. This research employed a qualitative approach using a library research method. The primary data source was Adab al-’Alim wa al-Muta’allim  by KH. Hasyim Asy'ari, while secondary data were obtained from books, scholarly journals, and other relevant literature. The data were analyzed using content analysis. The findings reveal that the concept of adab education consists of five main characteristics: orientation toward seeking Allah's pleasure, moral formation, respect for knowledge, ethical relationships between teachers and students, and the implementation of knowledge in daily life. The study also identifies three core values of students' adab that serve as the foundation of learning ethics: sincerity in seeking knowledge, respect for teachers, and respect for learning resources. These values remain highly relevant for developing responsible, ethical, and morally grounded students in contemporary education. Therefore, KH. Hasyim Asy'ari's concept of adab education continues to provide a significant foundation for strengthening students' learning ethics across various educational settings.

Downloads

Download data is not yet available.

References

Abbeduto, L., Murphy, M. M., Richmond, E. K., Amman, A., Beth, P., Weissman, M. D., Kim, J.-S., Cawthon, S. W., Karadottir, S., Abe, H., Yada, H., Yamamoto, T., Sohma, H., Abraham, S., Perez, P., Adarves-Yorno, I., Jetten, J., Postmes, T., Haslam, S. A., … Elaad, E. (2019). Teacher perceptions of two multi-component interventions: Disability awareness and science. Frontiers in Psychology, 31(2).

Abubakar, A. M., Elrehail, H., Alatailat, M. A., & Elçi, A. (2019). Knowledge management, decision-making style and organizational performance. Journal of Innovation and Knowledge, 4(2). https://doi.org/10.1016/j.jik.2017.07.003

Becker Denicolo, Pam, L. M. (2017). Teaching in higher education. London Sage.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Bussesund, E. S. (2026). Navigating the contradictions of digital transformation: policy enactments of professional digital competence. Nordic Journal of Studies in Educational Policy, 12(1). https://doi.org/10.1080/20020317.2025.2603033

Cheng, P. L. (2017). Professional Learning Community (PLC): Technology Integration at a Title I Elementary School. ProQuest LLC, Ed.D. Dissertation, San Jose State University.

Creswell, John W.; Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.

Djudin, T. (2020). Exploring the 21st Century Skills and Science Teaching Pedagogy: Profiles, Readiness, and Barriers. JETL (Journal of Education, Teaching and Learning), 5(2). https://doi.org/10.26737/jetl.v5i2.1738

Fangzhou Jin; Zicong Song; Wai Ming Cheung; Chin-Hsi Lin; Tiruo Liu. (2024). Technological Affordances in Teachers’ Online Professional Learning Communities: A Systematic Review. Journal of Computer Assisted Learning, 10(3), 1019–1039.

Hudson, C. (2024). A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools. Journal of Education, 204(3). https://doi.org/10.1177/00220574231197364

Karima, J. and L. C. (2026). Assessing primary school teachers’ self-directed learning competences in ICT integration: a case study of Gweru Urban District. Cogent Education, 13(1), 1–22.

Kyza, E. A., & Georgiou, Y. (2025). From Self-Reflection to Action: Supporting Teachers as Agentic Professionals to Improve Digital Competence Capacity. Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 International Society of the Learning Sciences., 1624–1628.

Lomos, C., Schaap, H., Luyten, J. W., Kesting, F., Lima da Cunha, F., Frieseisen, C., Telli, S., & Fowler, S. (2025). Professional learning communities to facilitate professional development for using digital technology in the classroom: a teacher-based program evaluation. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1611730

Malika Jayasinghe. (2025). Bridging the digital divide: Supporting Sri Lankan English language teachers in schools with low digital facilities through participative and reflective training approaches. CARN Conference 2025.

Mouazen, A. M., Hernández-Lara, A. B., Abdallah, F., Ramadan, M., Chahine, J., Baydoun, H., & Bou Zakhem, N. (2024). Transformational and Transactional Leaders and Their Role in Implementing the Kotter Change Management Model Ensuring Sustainable Change: An Empirical Study. Sustainability (Switzerland), 16(1). https://doi.org/10.3390/su16010016

Rohman Hakim, A. (2022). Islamic Religious Education Strategy in Instilling Character Moral Values in Adolescents. International Journal of Social Health, 1(2). https://doi.org/10.58860/ijsh.v1i2.12

Royhatudin, Aat; Agus Hidayatullah dan Siti Inayatulloh; (2025). Transformasi Digital Madrasah: Pemanfaatan Teknologi Artificial Intelligence (AI) untuk Pendidikan Islam Inklusif. Tangguh Denara Jaya Publisher.

Royhatudin, Aat; Agus Hidayatullah dan Siti Inayatulloh; (2026). Digital Transformation in the Use of Artificial Intelligence Technology for Inclusive Islamic Education at MAN 2 Pandeglang. Attractive : Innovative Education Journal, 8(1), 34–56.

Saib, M. O., Rajkoomar, M., Naicker, N., & Olugbara, C. T. (2023). Digital pedagogies for librarians in higher education: a systematic review of the literature. Information Discovery and Delivery, 51(1). https://doi.org/10.1108/IDD-06-2021-0066

Sannigrahi, M., & Roy Chowdhury Ghosh, D. S. (2025). IMPACT OF EVALUATING ARTIFICIAL INTELLIGENCE. Interdisciplinary Perspectives of Education, 2(2). https://doi.org/10.65525/ipe.v2i2.20

Wasehudin, W., Aslihah, A., Sirojudin, R., & Yuttana, Y. (2024). Artificial Intelligence’s Impact on the Development of Islamic Religious Education Learning at a Public Junior High School of Cilegon, Indonesia. Hanifiya: Jurnal Studi Agama-Agama, 7(1). https://doi.org/10.15575/hanifiya.v7i2.37787

Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.

Zaenal Abidin. (2025). De-privatizing teaching practices: The impact of teachers’ social learning interactions on technology integration in mathematics instructions. AIP Conference Proceeding.

Downloads

Published

2026-08-31

How to Cite

Yadi, N., Royhatudin, A., & Syara Nurhakim, M. (2026). KH. Hasyim As’ari’s Concept of Adab Education As Foundation For Students’ Learning Ethics. Journal of Teacher Training and Educational Research, 4(1), 247–255. https://doi.org/10.71280/jotter.v4i1.629

Issue

Vol. 4 No. 1 (2026): August 2026

Section

Articles

License

Copyright (c) 2026 Nuryadi Yadi, Aat Royhatudin, Muhamad Syara Nurhakim

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 1 2 3 4 5 6 7 > >> 

You may also start an advanced similarity search for this article.