The Dialogical Character Education Model in the Perspective of the Qur'an: An Analysis of the Tafsir of Qs. Luqman Verses 12–19 and Its Relevance to Contemporary Education
Keywords:
Character Education, Al-Qur'an, QS. Luqman, Tafsir Al-Azhar, Tafsir Al-Misbah, Islamic EducationAbstract
This research aims to analyze the principles of education in QS. Luqman verses 12–19 are based on Tafsir Al-Azhar and Tafsir Al-Misbah and formulate a model of dialogical character education that is relevant to contemporary education. The research uses a qualitative approach with the type of library research. Primary data are in the form of the Qur'an, Tafsir Al-Azhar by Hamka, and Tafsir Al-Misbah by M. Quraish Shihab. Secondary data were obtained from relevant books, journal articles, and previous research. The analysis is carried out through content and comparative analysis of the interpretation of the verses studied. The results of the study show that QS. Luqman verses 12–19 contain an educational pattern that is gradual, dialogical, integrative, and transformative. These stages include strengthening monotheism and gratitude, forming moral responsibility, habituating worship, developing social awareness, forming patience, and controlling attitudes and communication. This study found that Luqman's educational method is not only in the form of advice, but is an educational process that integrates cognitive, affective, spiritual, and social aspects. Thus, Luqman's educational model can be developed as a dialogical character education model that places example, communication, internalization of values, and real practice as a unit of the educational process.
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