Analysıs Of The Value Of Tawhıd Educatıon In The Book Al-Mınahus Sanıyah Fı Wasıyyatıl Matbulıyah By Abdul Wahab As-Sya'ronı And Its Actualızatıon In The Context Of Modern Islamıc Educatıon

M. Masdar Tamimi Syah Yusuf; Muhammad Fodhil

Authors

M. Masdar Tamimi Syah Yusuf Universitas KH. A. Wahab Hasbullah Jombang Author
Muhammad Fodhil Universitas KH. A. Wahab Hasbullah Jombang Author

Keywords:

Tawhid Education, Islamic Education, Sufism, Faith Values, Abdul Wahab As-Sya’roni.

Abstract

This research is motivated by the urgent need to strengthen the values of tawhid in Islamic education as a bulwark against spiritual erosion caused by modern materialistic globalization. Although previous research has extensively addressed tawhid as a theological concept, there is a significant academic gap in understanding how classical Sufi pedagogy, particularly that found in Al-Minahus Saniyah fi Wasiyyatil Matbuliyah, can be systematically integrated into modern curricula to address contemporary psychological and ethical crises. Most existing research remains descriptive in nature, failing to bridge the gap between classical spiritual disciplines and current educational methodologies. This study aims to analyze the core tawhid-based educational values in the works of Abdul Wahab As-Sya’roni and critically examine their practical actualization within the framework of modern Islamic education. This study uses qualitative library research methods. Data were collected from Al-Minahus Saniyah as the primary source and synthesized with contemporary pedagogical literature through content analysis to identify specific internalization strategies. The findings indicate that this book offers a structured hierarchy of monotheistic education, including purification of intention (ikhlas), absolute ethical obedience, and the concept of muraqabah (God-consciousness). Unlike general theological texts, this work provides a "spiritual guide" that remains highly relevant for modern education. This study suggests that actualization must move beyond cognitive learning to an integrated "spiritual-affective" model, incorporating these classical values into everyday school culture and character formation in the digital age.

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