In traditional educational institutions, Ta‘līm al-Muta‘allim Tariq Al-Ta’allum by Imam Al-Zarnuji has a great influence in the field of teaching and learning, especially in the formation of the ethics of students when acquiring knowledge. This influence causes this book to be often studied in terms of the concept of science and pedagogy of education. But on the other hand, the importance of the balance of thought and behavior from a cognitive and moral point of view has not yet been studied in depth; whereas the goal of education according to Al-Zarnuji’s view is to produce human beings with personality and wisdom. Thus, education must lead to the development of human qualities in terms of intellectual, emotional, and spiritual balance. This study using a qualitative method with a content analysis approach seeks to explore the philosophy of integrated education contained in this book authored by Imam Al-Zarnuji. The results of the study found that monotheistic awareness is the main foundation in education because it not only stimulates the cognitive domain, but also the affective domain. With high awareness, man is not only able to perform his responsibilities to God which refers to vertical practices but is also able to perform his responsibilities to other human beings which refers to horizontal practices. Thus, it can be said that the philosophy of education emphasized by Al-Zarnuji in his writings is education based on a holistic view of knowledge.

The establishment of pondok studies in the Malay world is in line with the existence of Malay-Islamic kingdoms. Since then, the pondok school has become an educational platform for the Malay community. The uniqueness of pondok studies is that the education system stands according to the Malay-Islamic mold without neglecting the importance of the Arabic language in its curriculum. Thus, many study texts written in Jawi are produced to meet the demands and needs of the local community. In addition to imparting knowledge, the pondok school also plays a role in developing students' skills. This is where the motivation to conduct research, to find out the role and contribution played by the pondok school from the point of view of developing human potential. The methodology used is document analysis which refers to the writings related to the study of the pondok. Overall, the qualitative method was chosen because it is more relevant for the purposes of collection, screening, analysis and drawing conclusions on the data taken from the document. The study found that pondok study centers offer highly effective study and life routines for skills growth, although the facilities available at the pondok are unlikely to match the facilities provided at full boarding schools or universities.

This article aims to analyze the importance of humanistic education from a psychological standpoint. Humanistic education can be considered as a form of education that promotes positive psychological development. Through humanistic education, human dignity is elevated as much as human intellect can be, and thinking can be further developed. Humanistic education also enlivens human nature through the realization of one's existence. However, humanistic education must be in line with religion so that students will not be confused by the true meaning of freedom. True human values must be based on religion and not on mere logic

Pondok studies are the legacy of the education system in the archipelago which is centered on customary, cultural and religious molds in the Malay-Islamic context. The influx of modern education into Malaya as a result of Western colonialism has not only marginalized the role of pondok studies, but also provoked negative criticism of the pattern of education practiced by pondok studies which is said to be outdated and irrelevant to meet market demands. Motivated by this statement, this study seeks to trace the education system practiced in cottage studies, which has been instrumental in producing many scholarly figures both locally and internationally. To carry out the study, qualitative methods were used, and a document analysis approach was chosen to examine books, journals and periodical articles related to the study subject. The results of the study found that the education system in the pondok studies, has its own uniqueness and privilege in developing human potential through the idea of thinking. In the pondok curriculum, the appreciation of thinking must be directed to true knowledge rather than based on conjecture. In conclusion, the pondok education system is still relevant to these cutting -edge educational needs. In fact, on the one hand, the pondok education system is seen as more effective and more honest in developing human potential in terms of thought and behavior at a time when the current education system is too inclined to produce factory-based human products, to meet capitalist wants.

This article seeks to examine the efforts of sufi education and their relation to the field of psychology, especially from a positive developmental perspective. This is because modern psychology tends to study human development, which is negative, while the scope of research in positive human development is worth paying attention to. Although modern psychology recognizes humanity as the central center of life, the fact is that the field is more focused on mental symptoms, rather than exploring the inner potential of humanity. In this regard, Sufis education can serve as an alternative ground, which can be used in modern psychology. This is because Sufis education in the context of psychology has methods that can expand the inner potential of man.