The Concept of Educational Learning in Islamic Education: An Examination of the Thought of KH. Hasyim Asy'ari

Abstract

This study aims to analyze the concept of educational learning in KH. Hasyim Asy'ari's thought and examine its relevance to contemporary Islamic education. Employing a qualitative descriptive approach through library research, this study utilizes Adāb al-‘Ālim wa al-Muta‘allim as the primary source, supported by relevant scholarly literature. Data were analyzed using qualitative content analysis involving thematic classification, contextual interpretation, and conceptual synthesis. The findings reveal that KH. Hasyim Asy'ari's educational philosophy integrates theocentric and anthropocentric orientations, emphasizing the interconnected development of intellectual, moral, spiritual, and humanistic dimensions. Educational learning is characterized by teachers' moral exemplarity, students' ethical responsibilities, and reciprocal relationships grounded in four essential principles: tazkiyat al-nafs (spiritual purification), al-ikhlāṣ (sincerity), at-tarāḥum (mutual compassion and respect), and at-tawādud (affection). These principles establish an integrated framework that positions educational interactions as instruments of character formation and spiritual development rather than merely knowledge transmission. This study contributes a conceptual framework for strengthening ethical teacher–student relationships and promoting holistic Islamic educational practices. The findings highlight the continuing relevance of KH. Hasyim Asy'ari's educational thought in addressing contemporary challenges related to moral development and character education.