Volume III: Education and Ecological Literacy

Implementing Sufistic Character Education From Abdul Wahab Asy Sya’rani’s Perspective to Strengthen Students’ Religious Attitudes: A Case Study at The Idrisiyyah Sufi Islamic Boarding School, Tasikmalaya, Indonesia

  • Yanto Maulana Restu UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Character Education; Sufistic Education; Abdul Wahab Asy-Sya'rani; Religious Attitude; Islamic Boarding School.

Abstract

The growing moral and spiritual challenges among Muslim students have highlighted the need for character education approaches that integrate ethical, spiritual, and educational dimensions. Although previous studies have extensively discussed Islamic character education and Sufi values, limited attention has been given to reconstructing Abdul Wahab Asy-Sya'rani's educational thought into a comprehensive conceptual model applicable to contemporary Islamic boarding schools. This study aims to analyze the implementation of Sufistic character education based on Abdul Wahab Asy-Sya'rani's perspective, examine its contribution to strengthening students' religious attitudes, and formulate a conceptual model of Sufistic character education. Employing a qualitative case study design, the research was conducted at the Idrisiyyah Sufi Islamic Boarding School, Tasikmalaya, Indonesia. Data were collected through participant observation, in-depth interviews, documentation, and textual analysis of Asy-Sya'rani's major works, including Al-Anwar al-Qudsiyyah, Lawaqih al-Anwar al- Qudsiyyah, Al-Minah al-Saniyyah, and Al-Mizan al-Kubra. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while triangulation was employed to ensure trustworthiness. The findings reveal that Sufistic character education is grounded in four interrelated principles: tazkiyat al-nafs (spiritual purification), tahdzib al-akhlaq (moral cultivation), the integration of sharia and haqiqa, and the exemplary role of the murshid. These principles are implemented through devotional practices, dhikr, khidmah, moral habituation, and spiritual mentoring, contributing to students' religious discipline, sincerity, self-control, responsibility, and social awareness. This study proposes a Sufistic Character Education Model that integrates spiritual, moral, pedagogical, and social dimensions into a holistic framework for strengthening students' religious attitudes in Islamic boarding schools. The proposed model contributes to the advancement of Islamic character education theory and provides practical guidance for developing value-based education in contemporary Islamic educational institutions.

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