Implementation of Islamic Educational Philosophy in University Teaching and Learning: A Case Study of the University of Muhammadiyah Surabaya

Abstract

This study aims to examine the conceptual foundations and implementation of Islamic educational philosophy in the teaching and learning process at the University of Muhammadiyah Surabaya (UM Surabaya), as well as to analyze its role and relevance in shaping students’ character in the modern era. Islamic educational philosophy serves as an intellectual framework that integrates spiritual, intellectual, moral, and social dimensions within the educational system. The principles of tawhid (monotheism), human fitrah, and akhlakul karimah (noble character values) constitute the core foundations for developing students who are knowledgeable, faithful, and morally upright. This research employs a descriptive qualitative approach, with data collected through in-depth interviews, observations, and document analysis involving lecturers, students, and university administrators. Data were analyzed thematically to identify patterns and meanings emerging from the implementation of Islamic values in the learning process. The findings indicate that UM Surabaya has implemented Islamic educational philosophy through several key strategies: (1) the development of a curriculum grounded in the Qur’an and Sunnah, integrated with modern scientific knowledge; (2) the application of experiential learning approaches that internalize Islamic values through social activities and community service programs; (3) the cultivation of Islamic character through religious mentoring, da‘wah activities, and exemplary conduct demonstrated by lecturers; and (4) a holistic educational approach that balances students’ academic, emotional, and spiritual development. These findings highlight the continued relevance of Islamic educational philosophy in addressing contemporary challenges in higher education, particularly in character education.