Convergence Theory in the Perspective of Islamic Education: Integration of Environmental and Innate Factors in the Formation of Students’ Character
DOI:
https://doi.org/10.54723/ejpgmi.v5i1.605Keywords:
convergence theory, islamic education, fitrah, environment, character educationAbstract
Character building is a fundamental objective of Islamic education. The classical debate on innate factors (nature) and environmental influences (nurture) in human development has led to the emergence of Convergence Theory, which emphasizes the integration of both aspects. This article aims to examine Convergence Theory from the perspective of Islamic education and analyze its relevance to students’ character formation. This study employs a qualitative approach using library research methods, analyzing educational psychology literature alongside primary Islamic sources such as the Qur’an, Hadith, and classical Muslim scholars’ thoughts. The findings indicate that the Islamic concept of fitrah aligns with the notion of innate potential, while educational environments family, school, and society play a strategic role in guiding and developing this potential. Integrating Convergence Theory into Islamic education underscores the importance of synergy between innate dispositions and a structured educational environment to develop students with strong faith, noble character, and balanced personalities.
Keywords : Convergence Theory, Islamic Education, Fitrah, Environment, Character Education.
References
Al-Attas, S. M. N. (1991). The Concept of Education in Islam. Kuala Lumpur: ISTAC.
Bandura, A. (1977). Social Learning Theory*. Englewood Cliffs, NJ: Prentice Hall.
Departemen Agama RI. (2005). Al-Qur’an dan Terjemahannya. Jakarta: Depag RI.
Langgulung, H. (2004). Manusia dan Pendidikan: Suatu Analisis Psikologi dan Pendidikan Jakarta: Pustaka Al-Husna.
Stern, W. (1914). Psychology of Early Childhood. New York: Holt.
Zubaedi. (2011). Desain Pendidikan Karakter. Jakarta: Kencana.
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D, Bandung: Alfabeta, 2019,
Arsyad, M. “Lingkungan dan Pembentukan Karakter Anak dalam Perspektif Tabula
Rasa John Locke.” Jurnal Obsesi 5, no. 3 (2021)
Hidayat, A. “Empirisme John Locke dalam Pendidikan Modern.”Jurnal Filsafat Pendidikan 4, no 1 (2022).
Fitriani, D. “Interaksi Hereditas dan Lingkungan terhadap Perkembangan Anak Usia Dini. “Jurnal Imiah PAUD Indonesia 6, no.2 (2022)
Siregar, D. “Konvergensi dalam Perspektif Psikologi Modern.”Jurnal Ilmu Pendidikan dan Psikologi 8, no. 2 (2024)
Mulyadi, H. And R. Ningsih. “Konvergensi Faktor Hereditas dan Lingkungan dalam Pendidikan Anak Indonesia. “ Cakrawala Pendidikan 42, no. 1 (2023)
Fitriani, D. “Interaksi Hereditas dan Lingkungan terhadap perkembangan Anak Usia Dini.”Jurnal Ilmiah PAUD Indonesia 6, no. 2 (2022)
Munir, S. “Hukum Konvergensi dan Tempo Perkembangan dalam Pendidikan Anak Usia Dini.” Al-Fitrah: Journal of Early Childhood Islamic Education 5, no 2 (2023)
Purwanto, T. “Filsafat Empirisme dan Implikasinya dalam Pendidikan Anak Usia Dini.”Indonesian Journal of Education Review 5, no 1 (2020)
Wibowo, R. “Integrasi Potensi Bawaan dan Lingkungan dalam Pendidikan Karakter Anak “Jurnal Pendidikan Nasional 11, no 2 (2024)
