Integrating relational frame theory and Aswaja-based habituation in madrasah education: The way of Insan Kamil transformation
Keywords:
Relational Frame Theory, Aswaja, Habituation, Madrasah, Insan KamilAbstract
This study explores the integration of Relational Frame Theory (RFT) with the Aswaja (Ahlussunnah wal Jama’ah) paradigm in the context of madrasah education, focusing on the formation of Insan Kamil- a holistic human being who is balanced in spirit, body, thought, and action. While conventional Islamic education emphasizes the transformation of knowledge and ritual practices. This paper argues that the transformative power of education lies in habituation processes that internalize values through both spiritual practices and extracurricular engagement. By employing the theoretical lens of RFT, which posits that human behavior and meaning-making are built by relational networks of language and symbols. The study concludes that integrating RFT into Aswaja-based habituation provides a robust pedagogical model that equips students to navigate the challenges of the digital era while preserving Islamic values, ultimately fostering graduates who are spiritually grounded, intellectually critical, socially engaged, and future-ready
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