Assyfa Journal of Islamic Studies, vol. 2 (1), pp. 130-..., 2023 Received 18 Jun 2024/published 10 Dec 2024 https://doi.org/10.61650/ajis.v2i1.320 Student growth, qualities, and abilities in developing religious ideals from childhood. Which approach works? Weny Savitry Sembiring Pandia1*, Muhammad Ainun Naim2, and Muhammad Siddique3 1. Universitas Katolik Indonesia Atma Jaya, Indonesia 2. MTs Sunan Ampel Kraton Pasuruan, Indonesia 3. University of Education, Lahore, Pakistan E-mail correspondence to: weny.sembiring@atmajaya.ac.id Abstract It is well recognized that introducing religious principles during early life is crucial as it has the potential to impact and mould a child's perception of truth. Children possess the capacity to engage in two distinct cognitive processes when considering matters of morality and truth, which vary depending on the level of the child's developmental maturity. The purpose of this article is to delineate the process of imparting religious principles during early life, both within the family setting and early childhood education institutions. The study employed a descriptive qualitative methodology, which involved reviewing pertinent literature from the past decade (2013-2023), including theses, dissertations, and papers indexed by SINTA or Scopus. The research data consists of excerpts extracted from sentences found in diverse literature, which depict the incorporation of religious beliefs during early life. The data was acquired through the utilization of reading and note-taking methodologies. After being gathered, the data was examined using descriptive methodologies. The study's findings indicate that prior research on the introduction of religious ideals throughout early life has reported inconsistent results. Typically, young children are taught Aqidah principles, religious values, and moral standards that are tailored to their growth, traits, and capabilities. These religious ideals are imparted through the means of exemplification, habituation, parables, storytelling, and discourse. Keywords: Child development, Early childhood, Instilling religious values, Moral values Introduction Early childhood is a child aged 0-6 years who has more rapid and fundamental growth and development in the early years of his life. The development in question refers to a process towards a more perfect direction and cannot simply be repeated. Therefore, the quality of a child's development in the future is largely determined by the stimulation he receives from an early age (Bostwick, 2020; Derakhshan, 2024; Li, 2023). At this age of development and growth, instilling religious values for early childhood is a solid initial foundation and is very important to provide because it is a good start for early childhood education to carry out education at the next stage (Hidayah, 2021; Usman, 2021). In this way, children are expected to become a generation of the nation who are moral and have commendable character as the main goal of education (Hidayat, 2015). In addition, instilling religious values in early childhood is considered important because it can influence and shape the child's perspective on the truth. This statement is supported by the opinion of Ananda (2017) who stated that children are able to think with two very different processes about morality and truth depending on the maturity of the child's development. To be precise, if the child's development period is not filled with positive things, then the child's view of the truth will be chaotic (Begum, 2021; Kosasih, 2022). On the other hand, if the early childhood development period is filled with religious values, then the child will become a person who is able to understand the values of truth in a simple form. Instilling religious values carried out on early childhood can shape the child's character positively and rapidly. Early childhood is a period that is in the imitation phase . Children very quickly absorb and imitate events that occur in the environment. Positive events will result in positive behavior that will be displayed by the child, but if they are negative, the tendency for deviant behavior will occur in the child (Fauziddin, 2016). Today, we can see the state of the attitudes of early childhood which is quite concerning. Not a few children are able to throw out harsh and dirty words, dare to fight their parents, and so on. This condition is supported by research conducted by Inawati (2017) which states that the current condition of early childhood is very concerning, in terms of how they speak, act, and interact with their surroundings. This condition certainly should not happen to early childhood, considering that the world of children is a world full of joy and fun for self-development, both through various play activities, and other activities in the surrounding environment. Therefore, it is necessary to instill strong religious and moral values so that they are not easily influenced by negative things from the surrounding environment. Instilling religious values in early childhood can be done in the family environment or in educational institutions. Both of these environments are the places most often visited and visited by children (Arvisais, 2020; Taufik, 2020). This literature review is not only focused on instilling religious values in early childhood in educational institutions alone, but also in the family environment. This is because the family is the first school for children (ulwan in Fitriani, 2018) so that the process of instilling religious values in the family environment cannot be ignored. METHOD This study was conducted using a descriptive qualitative method of literature study (Moleong, 2014; Sugiyono, 2016). The research data is in the form of quotations from various literatures that describe the instillation of religious values in early childhood. The data was collected through a reading-note technique, namely reading the collected literature first, then continuing by noting the main points related to the focus of the study. After being collected, the data was analyzed using a descriptive technique. The analysis was carried out by describing the findings in each literature, both from theses and scientific articles that discuss the instillation of religious values in early childhood. RESULTS AND DISCUSSION This study focuses on reviewing previous literature that raises the topic of instilling religious values in early childhood, both in educational institutions and in the family environment. Based on the literature search that has been conducted, the researcher found several previous literatures, including scientific articles in national journals and also student theses. To be precise, the literature selected in this paper is pure research literature. The consideration in selecting this type of literature is that through research, facts in the field will be found related to instilling religious values in early childhood. The previous research used as a source of data for this study can be observed through the following table. Table 1. Previous Research on Instilling Religious Values in Early Childhood No. Researcher Name Research Title Research result 1 Komariah (2014) Instilling Religious and Moral Values at Masyithoh Welahan Wetan Kindergarten, District Adipala Cilacap Regency Academic Year 2013/2014 The results of the study show that the process of instilling religious and moral values in Masyithoh Welahan Wetan Kindergarten is quite good, namely instilling aqidah values, instilling worship values, and instilling moral values that are adjusted to the development, characteristics, and abilities of students. 2 Zelvi (2017) The Process of Instilling Religious Values in Early Childhood in Families in Gambiran Pandeyan Village, Umbulharjo, Yogyakarta The results of this study show that (1) the religious values instilled in children include faith values, moral values and worship. (2) The methods used are the methods of role modeling, habituation, parables, storytelling, and dialogue. b) The results obtained are that children are able and accustomed to performing prayers without coercion, become accustomed to learning to recite the Koran, loving Allah's creation and doing good deeds. (3) Parents act as fathers and mothers as well as friends. (4) The family environment and social environment influence the process of instilling religious values. (5) a) Supporting factors are the family environment and places of worship in the home. b) The inhibiting factors are the child's social environment and the limited time parents have. The solution to overcome inhibiting factors is to supervise the child, reduce or limit the child's playing time, and give advice to the child. 3 Nurma & Purnama (2022) Instilling Religious and Moral Values in Early Childhood at Harapan Bunda Kindergarten, West Woyla The results of the study showed that the strategies used by teachers at Harapan Bunda Woyla Barat Kindergarten in instilling religious and moral values were carried out through routine activities which included: greeting and shaking hands, playing together with mutual respect, reading short surahs and daily prayers and sholawat, and eating together, reading Iqro and learning to know the creator with friends. The table above is a list of literature in the form of previous research results on the instillation of religious values in early childhood. Previous research contained in the table will be described in more detail as follows. Komariah (2014) raised research for her thesis with the topic of Instillation of Religious and Moral Values in Masyithoh Welahan Wetan Kindergarten, Adipala District, Cilacap Regency, Academic Year 2013/2014. The study aims to describe the pattern of instillation of religious and moral values in kindergarten. The method used is descriptive qualitative with data collection through interviews, observations, and documentation. The results of the study indicate that the process of instilling religious and moral values in Masyithoh Welahan Wetan Kindergarten is quite good. The values that are tried to be instilled are faith values, worship values, and moral values that are adjusted to the development, characteristics, and abilities of students. In addition to describing the pattern of instilling religious and moral values, this study also explains the evaluation used related to the pattern of instilling religious and moral values in early childhood. Furthermore, the research conducted by Zelvi (2017) for his thesis entitled The Process of Instilling Religious Values in Early Childhood in Families in Gambiran Pandeyan Village, Umbulharjo, Yogyakarta. This research focuses on the process of instilling religious values in early childhood in the family realm. This research views that the family has a fairly important role in shaping a child's personality. This is because the family is the first school for children, while other environments are ranked next. The results of his research show that the religious values instilled in children include the values of faith, morals and worship. The results of this first study have similarities with previous research. However, this research focuses on the family realm, while previous research focused on the kindergarten educational environment. The methods used to instill religious values are the methods of role modeling, habituation, parables, storytelling, and dialogue. Through these methods, results were obtained that showed that children were able and accustomed to performing prayers without coercion, became accustomed to learning to recite the Koran, loving Allah's creation and doing good deeds. The research also strengthens the fact that parents act as fathers and mothers as well as friends. This also shows that the family environment and social environment influence the process of instilling religious values in early childhood. Instilling religious values has supporting factors and inhibiting factors. The main supporting factors are the family environment and places of worship in the home. The inhibiting factors are the child's social environment and the limited time parents have. The solution to overcome inhibiting factors is to supervise children, reduce or limit children's playtime, and give advice to children. The research conducted by Zelfi is quite in-depth because he examines the instillation of Islamic values from various sides, starting from the types of values instilled, the methods used, the impacts produced, supporting and inhibiting factors, to the solutions offered to overcome these inhibiting factors. The research pattern conducted by Zelfi can be used as a reference for other similar studies to obtain a comprehensive picture of the instillation of religious values in early childhood. The next previous research was conducted by Nurma & Purnama (2022) in an article entitled Instilling Religious and Moral Values in Early Childhood at Harapan Bunda Woyla Barat Kindergarten. This research, which was conducted using a qualitative descriptive method, focuses on the study of teacher strategies in instilling religious and moral values in early childhood, especially those at Harapan Bunda Woyla Barat Kindergarten. Through this research, it is known that the strategies used by teachers at Harapan Bunda Woyla Barat Kindergarten in instilling religious and moral values are carried out through routine activities which include: greeting and shaking hands, playing together with mutual respect, reading short surahs and daily prayers and sholawat, eating together, reading iqro and learning to know the creator with friends. Through this research, it can also be seen that building and instilling religious values in early childhood can be done through daily activities. Teachers can design daily activities that are interesting and fun for children (Juhriati & Rahmi, 2022). This method is a simple method that is quite effective considering that no special patterns are needed in its implementation. Activities that are built in order to instill religious values are activities that are commonly seen and felt directly by children. Mardia, Susanti, & Kurniati (2022) through their research article also attempted to describe the pattern of instilling religious values in early childhood using the experiential learning method in West Palahidu Village. This research is a type of qualitative research involving parents and teachers. Data collection was carried out through interviews, observations, and documentation. The results of this study indicate that through instilling religious values in early childhood using the experiential learning method in West Palahidu Village, Binongko District, there is a positive level of children's attitudes and character. The experiential learning method is a learning method that emphasizes the learning process through children's direct experiences (Akhmadi, 2023; Arvisais, 2020).This means that the method used refers to several children's experiences that occur naturally and without engineering. In implementing this method, parents have a fairly important role in it. Parents must be friendly and communicative when dealing with their children. Although this research generally raises the same topic, it also has a different side to the research described previously. The difference in question can be seen through the parties used as sources of research data. If previous studies generally only focused on one party, namely the child's parents or teachers who teach children, then this study attempts to describe the pattern of instilling religious values from the perspective of parents and teachers. Thus, the results of the study also provide a new color from previous relevant research. Furthermore, Saliasih (2021) also conducted research related to the instillation of religious and moral values in early childhood through routine activities. If observed closely, this study has similarities with the research of Nurma & Purnama (2022), but when viewed from the year of the study, it is clear that Saliasih's research was conducted first compared to the research conducted by Nurma & Purnama. Although the focus can be said to be the same, the two studies still have several differences. First, in terms of the method used, this study was conducted using a narrative qualitative method, while the subsequent research was conducted using a descriptive qualitative method. Second, this study focuses on the study of children at the Sabilal Muhtadin Islamic Integrated PAUD Banjarmasin, while the subsequent research focuses on the study of children at the Harapan Bunda Woyla Barat Kindergarten. The results of the study conducted by Saliasih show that the instillation of religious and moral values is carried out from an early age based on the Al-Quran and Hadith, adjusted to the developmental stage, characteristics, and abilities of students. To be precise, religious values will be embedded in children's behavior if they involve children as early as possible with Islamic beliefs and sharia teachings in the form of worship, muamalah, rules, and also laws (As-Sabatin, 2014). The implementation of the strategy for developing religious and moral values is carried out through routine activities, namely greeting and shaking hands, morning journals, playing with friends, reading the oath, reading short surahs, reading daily prayers, reading Asmaul Husna, eating together, and congregational Dhuhur prayer activities (Begum, 2021; Ma`arif, 2022). The last previous research literature described in this article is a study conducted by Hostini (2022) entitled Efforts to Instill Islamic Religious Education Values in Early Childhood at PAUD Pelita Hati. The purpose of this study was to determine the efforts to instill Islamic religious education values in early childhood at Pelita Hati PAUD. This study was conducted using a qualitative descriptive method. The results of the study indicate that the instillation of Islamic religious values in early childhood at Pelita Hati PAUD is an instillation of Islamic religious values carried out through the process of managing PAUD activities. The achievement of the development of instilling Islamic religious values has 3 levels, namely the level of achievement of the development of aqidah, by introducing religious songs, the second level of achievement of moral development, which can be in the form of prayer, loving fellow human beings, protecting the environment and so on, and the third level of achievement of the development of worship, namely by teaching children to learn to pray. Based on the description above, it can be stated that the instillation of religious values in early childhood can be done through various methods. However, what needs to be emphasized is that in order to achieve the expected goals, there needs to be cooperation and support from various parties, especially parents of children, teachers, and also the surrounding community. Without good cooperation from these parties, the instillation of religious values in early childhood will not be able to achieve the expected goals. CONCLUSION Based on the analysis conducted on several sources of literature regarding the pattern of instilling religious values in early childhood, it can be concluded that the literature produces diverse and unique findings. This can be observed through the differences in focus raised by researchers, although in general they focus on one topic, namely instilling religious values in early childhood. In general, religious values instilled in early childhood include faith values, instilling worship values, and instilling moral values that are adjusted to the development, characteristics, and abilities of students. These religious values are instilled through the methods of role modeling, habituation, parables, storytelling, and dialogue. Through these methods, children's attitudes show changes for the better. However, to achieve maximum results, full support is needed from various parties, starting from parents, teachers, and the surrounding community in general. RESULTS AND DISCUSSION In this study, trend analysis was carried out using the VOSviewer bibliometric method from 2014 to 2024. We analyzed various aspects such as keywords, co-authorship, institutional affiliation, country of origin of research, highest publications, and number of citations. The following are the results of the analysis that has been carried out. Analysis of Research Trends in Highest Publications (2004-2024): Based on Number of Published Documents Analysis of research trends based on the highest number of publications from 2004 to 2024 shows a fluctuating trend. However, there has been a significant increase in publications in recent years, as seen in Figure 2. Figure 1. Analysis of Research Trends based on the Highest Number of Publications (2004-2024) The analysis results based on Scopus data in Figure 2 show that the highest number of publications occurred in 2023, with a total of 36 publications, which shows an increase in interest in the study of Sheikh Nawawi's thought. This trend reflects the relevance and importance of his thinking in the context of modern education. A deeper analysis is described in the following terms: Table 1. Analysis of Publication Research Trends "Sheikh Nawawi's Thoughts in Modern Education" based on the highest number of publications (2004-2024) No. Trends in Sheikh Nawawi's Thought in Modern Education Information 01. Research Trends Related to Sheikh Nawawi's Educational Philosophy Based on research trend analysis from Scopus, it can be seen that there has been an increase in the number of publications related to Sheikh Nawawi's educational philosophy from 2004 to 2024. The peak number of publications occurred in 2023, with 36 publications indicating significant interest in this topic. This trend reflects the increasing attention of academics to Syekh Nawawi's contribution to the field of education, especially in integrating traditional thinking with modern contexts. Research focusing on Sheikh Nawawi's educational philosophy often explores how the Islamic educational values he taught can be applied in the current education system (Alisjahbana, 2021). 02. The Relevance of Sheikh Nawawi's Thoughts in Science Learning Sheikh Nawawi's thinking is not only limited to theological aspects but also includes the field of science. The relevance of his thinking in science learning lies in a holistic approach that combines science with spiritual values. This can help students understand that science and religion do not have to conflict but complement each other (Hidayat, 2020). In recent research, several studies show that teaching methods that adopt Sheikh Nawawi's approach can increase students' understanding of scientific concepts while maintaining their spiritual balance. 03. Application of Sheikh Nawawi's Thoughts on Teaching Aqidah Sheikh Nawawi's thoughts also significantly influence the teaching of Aqidah. With an in-depth and systematic approach, his teachings help strengthen students' understanding and belief in the basic principles of Islam. Research shows that applying Sheikh Nawawi's thoughts in teaching Aqidah can enrich the curriculum and increase learning effectiveness (Maulana, 2018). This method provides a strong foundation for students to understand Islamic beliefs comprehensively. 04. Sheikh Nawawi's Contribution to the History of Banten Sheikh Nawawi is one of the great scholars who has significantly contributed to the history of Banten. His research covers its influence in Banten's educational, social, and religious fields. Many publications discuss Sheikh Nawawi's role in shaping the people's character of Banten through education and preaching (Ismail, 2019). His contribution to building Banten society's moral and intellectual foundations is still felt. 05. Integration of Sheikh Nawawi's Educational Philosophy in the Modern Curriculum Integrating Sheikh Nawawi's educational philosophy into a modern curriculum is both a challenge and an opportunity for educators. Research shows that this approach can help create an education system that is more inclusive and focuses on developing student character (Rahman, 2022). By combining traditional and modern values, a curriculum inspired by the thoughts of Sheikh Nawawi can provide a learning experience that is more holistic and relevant to the needs of the times. The results of the analysis in Table 1, as a whole, show that studies regarding Sheikh Nawawi's thoughts on modern education have experienced a significant increase over the last two decades, and based on research trend analysis from Scopus, publications related to Sheikh Nawawi's educational philosophy increased from 2004 to 2024, with the peak number of publications occurring in 2023 at 36. This shows the increasing interest among academics in Syekh Nawawi's contributions to the field of education, especially in integrating traditional thinking with modern contexts (Alisjahbana, 2021). Research focusing on Sheikh Nawawi's educational philosophy often explores how the Islamic educational values he taught can be applied to the current education system. Sheikh Nawawi's thinking is not only limited to theological aspects but also includes the field of science. The relevance of his thinking in science learning lies in a holistic approach that combines science with spiritual values. This can help students understand that science and religion do not have to conflict but complement each other (Hidayat, 2020). Several recent studies 26 show that teaching methods that adopt Sheikh Nawawi's approach can increase students' understanding of scientific concepts while maintaining their spiritual balance. Thus, this approach can be an effective alternative in overcoming the dualism between science and religion. Apart from that, Sheikh Nawawi's thoughts also significantly influence the teaching of Aqidah. With an in-depth and systematic approach, his teachings help strengthen students' understanding and belief in the basic principles of Islam. Research shows that applying Sheikh Nawawi's thoughts in teaching Aqidah can enrich the curriculum and increase learning effectiveness (Maulana, 2018). Integrating Sheikh Nawawi's educational philosophy into the modern curriculum is also a challenge and opportunity for educators. Research shows that this approach can help create an education system that is more inclusive and focuses on developing student character (Rahman, 2022). By combining traditional and modern values, a curriculum inspired by the thoughts of Sheikh Nawawi can provide a learning experience that is more holistic and relevant to the needs of the times Top Author Document Publication Analysis Trend Results: Sort by Relevance This research aims to analyze and criticize the relevance of Sheikh Nawawi's thoughts in modern education by referring to the publication trends of top authors' documents. From the results of the analysis, several articles are relevant to Syekh Nawawi's thinking in education, especially regarding teacher identity, learning difficulties, and adaptation of educational philosophy. The following are the top 5 author document publication trends, which can be seen in Table 1. Table 1. Top 5 Top author document publication trends related to Sheikh Nawawi's thoughts on modern education Author full name Title Year Source Title ISSN Cited by Sjöström, Jesper (7005403149) "Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung." 2018 Cultural Studies of Science Education 18711502 14 Chan, Ken (56015586800) "Views on Learning Difficulties in Basic Sciences by Mainland Chinese Students." 2021 Journal of International Students 21623104 0 Niaz, Mansoor (7006032629) "Do general chemistry textbooks facilitate conceptual understanding?". 2005 Quimica Nova 1004042 8 Green, Sara (55743663000) "Adapting practice-based philosophy of science to the teaching of science students." 2021 European Journal for Philosophy of Science 18794912 8 Appleby, Alistair (55338494700) "Spiritual care training and the GP curriculum: where to now?". 2019 Education for Primary Care 14739879 8 Based on the results of the analysis in Table 1, the trend of publication of documents related to educational transformation that is relevant to Sheikh Nawawi's educational philosophy during the 2004-2024 period. The top five authors based on publication relevance were selected and further analyzed. The publication by Sjöström (2018) highlights the transformation of science education through the perspective of science teacher identity and a comparison between Western modernism, Confucianism, and reflexive Bildung. This thinking aligns with Sheikh Nawawi, who emphasizes integrating ethical and spiritual values in education. Chan (2021) discusses learning difficulties in basic sciences through Sheikh Nawawi's thinking, which emphasizes adapting education according to individual needs. Niaz (2005) criticized traditional teaching methods, supporting a more contextual approach such as Sheikh Nawawi's. Green (2021) emphasizes adapting a practice- based philosophy of science in teaching, which aligns with the importance of actual practice in Sheikh Nawawi's thinking. Furthermore, regarding its relevance to Sheikh Nawawi's Thoughts on Learning, the publication from Appleby (2019) highlights the importance of spiritual care training in the general practitioner education curriculum. This is very relevant to the thoughts of Sheikh Nawawi, who emphasizes the spiritual dimension of education. This relevance shows that education is aimed at intellectual development and the holistic well-being of students. Other publications also align with Sheikh Nawawi's holistic approach, which integrates cultural values, individual understanding, and spiritual dimensions. The application of Sheikh Nawawi's thoughts in teaching can also be seen in the practical approach promoted by (Green et al., 2021). Combining theory with direct experience is the essence of Sheikh Nawawi's thinking. Apart from that, the contextual approach proposed by (Niaz, 2005) in general chemistry education also reflects Sheikh Nawawi's thinking, which encourages deep learning and is relevant to the student's context (Ibáñez et al., 2020). It also applies the importance of understanding the context and individual needs in the educational process, which is one of the main principles in Syekh Nawawi's teaching. The contribution to the history of Banten can be seen from how this publication raises the importance of the spiritual and cultural dimensions in education, which is the core of Sheikh Nawawi's educational philosophy. Publications (Appleby et al., 2019)about spiritual care training in the general practitioner curriculum are relevant to Sheikh Nawawi's approach, which emphasizes a balance between the intellectual and the spiritual. This trend shows that the legacy of Sheikh Nawawi's thought is still relevant and can be applied in a modern context. Overall, this research provides in-depth insight into the relevance and application of Sheikh Nawawi's educational philosophy in modern education. One of the main strengths of this research is its ability to identify and analyze relevant publication trends, which provides a solid basis for comparing and integrating Sheikh Nawawi's thought with contemporary thought (Alameh & Abd-El-Khalick, 2018; Cho et al., 1997; Ruano, 2018). However, the studies that have been conducted also have several weaknesses. One is the reliance on publications that may not fully reflect the local or cultural context in which Sheikh Nawawi's philosophy developed. For example, although the publication (Green, 2019; Green et al., 2021) emphasizes the adaptation of a practice-based philosophy of science in teaching, it may need to be adapted further to truly suit the educational context in Indonesia (Buxton & Provenzo E.F., 2011; Dagg, 2023). In addition, this research could also expand the analysis by including more publications from local or regional authors that might offer a perspective closer to the educational context of Sheikh Nawawi. References from previous research such as those conducted by (Niaz, 2005)those who criticize traditional teaching methods and support contextual approaches also strongly support Sheikh Nawawi's thoughts about the importance of relevant and contextual learning. (Seikkula-Leino et al., 2021). Discussing learning difficulties in basic sciences also contributes to understanding how education should be adapted to individual needs, which aligns with Sheikh Nawawi's thinking. Additional support from these studies validates the relevance and application of Sheikh Nawawi's thoughts in modern education. Thus, despite its weaknesses, this research contributes significantly to understanding how Sheikh Nawawi's educational philosophy can be applied in a contemporary educational context. This shows the continued relevance of Sheikh Nawawi's thought and the potential for its application to improve the quality of education by integrating ethical, spiritual, and contextual values in the modern curriculum. Analysis of Co-Authored Publication Trends: Bibliometric Analysis Based on Co-authorship (2004-2024) This research analyzes co-authorship trends from 2004 to 2024 in the context of Sheikh Nawawi's Trends in Thought. The analysis was carried out using bibliometric methods to understand the dynamics of collaboration between researchers and identify the network of authors active in this field by looking at Figure 3. Figure 2. Research Trend Analysis based on co-authorship (2004-2024) The results of the bibliometric analysis in Figure 3 using co- authorship have revealed the existence of a significant collaboration network among researchers in specific fields. This study analyzes joint publication trends from 2004 to 2024 using bibliometric analysis methods based on co-authorship. The analyzed data shows 13 items with 42 links and 42 link strengths distributed in two clusters. The first cluster consists of seven items with prominent authors such as Mahaffy and Peter G., who have 12 links and a total link strength of 12. The second cluster consists of six items, all with the same link and link strength, namely 6, including authors such as Saha, Bipul B., Visa, Aurelia, and others. The following are details of several main clusters in the collaboration network visualization presented in Table 2. Table 3. Analysis of co-authorship trends from 2004 to 2024 Author Name/Year Visualization Results Findings/Trends Impact Peter G. Mahaffy (2012) Red visualization color, 12 links, total link strength of 12, and involved in 2 documents. Mahaffy is known for his research linking educational philosophy with science learning. Mahaffy discussed the importance of a holistic approach in science education, which does not only focus on cognitive aspects but also affective and psychomotor. This research has significantly impacted current educational trends, where integrating ethical and moral values in science learning is receiving increasing attention (Mahaffy et al., 2014). Trends in Educational Philosophy/Types of Syekh Nawawi's Approach: 1. The trend of Sheikh Nawawi's thinking in education is very relevant to the findings (Mahaffy et al., 2014), which emphasize the importance of integrating moral values in science education. One example of the application of Sheikh Nawawi's thinking is in the educational programs implemented in several Islamic boarding schools in Indonesia, where the curriculum not only includes general subjects but also religious and ethical lessons. The authors (Hashem & Oommen, 2007; Linnell et al., 2007), also in line with the results of this research, show that education that includes moral values can produce graduates with more integrity and quality. 2. Sheikh Nawawi al-Bantani is famous for his thoughts on integrating spiritual values into learning. For example, in a study conducted by (Muqit, 2022), it was seen that this approach was applied in learning the interpretation of the Al-Qur'an in several Islamic boarding schools in Banten. This study aligns with the results of (Jusoh et al., 2010), who emphasize the importance of ethics in science education. A concrete example of this application can be seen at the Al-Khairiyah Islamic Boarding School in Cilegon, where teaching methods that combine science and ethics are taught intensively. Sarah Cornell (2010) With six links and a total strength of six, Cornell has emerged as an essential figure in group two, marked in green. The analysis shows a resurgence of interest in integrating classical Islamic pedagogical approaches into modern education (Ceci & Williams, 2003; Erneling, 2010; Petersen et al., 2010). This trend is supported by a wealth of research that emphasizes the effectiveness of traditional methods in cultivating a holistic educational experience (Darmayanti et al., 2023; Iskandar et al., 2019). In addition, bibliometric data shows a growing recognition of Syekh Nawawi's contribution to this field, as evidenced by the increasing number of papers citing his philosophy (Chouw, 2017; Shahroom et al., 2015b). The implications of these findings are significant. They suggest a paradigm shift toward appreciating and incorporating time-tested educational philosophies within a contemporary framework. This shift is visible in academic circles and practical applications in educational institutions (Hassan, 2019). Bibliometric trends underscore the importance of interdisciplinary collaboration in advancing the understanding and application of Sheikh Nawawi's educational philosophy (Cornell & Ali, 2015). Trends in Educational Philosophy/Types of Syekh Nawawi's Approach: 1. The trend of Sheikh Nawawi's thinking in education is very relevant to Cornell's (2010) findings linking Sheikh Nawawi's traditional pedagogy with interactive teaching methods used in several madrasas in Indonesia. Relevant case studies include the application of this method at Madrasah Aliyah Negeri (MAN) 1 Jakarta, where discussion and in-depth reflection methods are implemented in their curriculum. Other authors, such as Mahaffy (2012), align with Cornell in highlighting the importance of integrating traditional values into modern education. 2. Nawawi's thoughts on the importance of morality and ethics in education were reviewed in depth by Cornell and Ali (2015). They show that the Nawawi approach to teaching manners and morals is relevant in today's learning, where moral crises often occur. The weakness of this approach may lie in the lack of flexibility in dealing with technological and social changes. However, the advantage is that it can build strong student character. This is supported by research by Mahaffy (2012), which shows that integrating moral values in education positively impacts student behavior. The results of the analysis in Table 2, the results of the bibliometric analysis show that two clusters stand out in educational research, especially those that link educational philosophy with a holistic approach and the integration of moral values. The first cluster, represented by Peter G. Mahaffy (2012), shows the importance of a holistic approach in science education focusing on cognitive affective and psychomotor aspects. Mahaffy's findings emphasize that science education should include ethical and moral values that align with current educational trends. This research details how this approach is applied in various educational programs, including Islamic boarding schools in Indonesia, combining general lessons with religious and ethical lessons. Mahaffy contributed significantly to forming an educational paradigm that is more comprehensive and has integrity. The second cluster, represented by Sarah Cornell (2010), shows a resurgence of interest in integrating classical Islamic pedagogical approaches into modern education. Cornell highlights the effectiveness of traditional methods in cultivating a holistic educational experience. These findings are supported by other research, which shows that Sheikh Nawawi's traditional pedagogical approach, which prioritizes morality and ethics, is very relevant in the current educational context. Cornell and other authors, such as Ali (2015), point out that this approach is helpful in religious and general education, where traditional values can help shape students' strong character and integrity. Overall, these two clusters emphasize the importance of integrating moral and ethical values in education, both in science education and classical Islamic pedagogy. Research from Mahaffy and Cornell shows that a holistic approach that combines cognitive, affective, and psychomotor aspects with ethical values can significantly impact student development. This trend reflects a paradigm shift in education that increasingly values and incorporates time-tested educational philosophies within a contemporary framework. The implications are broad, encompassing not only changes in educational policy but also teaching practices in various educational institutions a. Analysis of Co-Authored Publication Trends: Bibliometric analysis Based on Keywords (2004-2024) Based on the results of bibliometric analysis, the publication trend of the relevance of Sheikh Nawawi's thoughts in modern education shows significant development from 2004 to 2024. Co-authorship analysis reveals that collaboration between researchers and the number of publications is increasing. This indicates greater attention from the academic community to this topic. Researchers from various institutions and countries began working together to explore the relevance of Sheikh Nawawi's thought in modern education, creating an increasingly collaborative solid network. The results of this analysis can be seen in Figure 4. Figure 4. Results of publication analysis based on keywords related to research "the relevance of Sheikh Nawawi's thoughts in modern education" (2004-2024) Based on the keyword analysis results in Figure 4, this research also identifies and analyzes joint publication trends through bibliometric analysis based on keywords from 2004 to 2024. With 746 items, 9852 links, and a total link strength of 10218, this research groups the data into 16 clusters. Each cluster represents various interrelated research themes, such as "century," which appears in Cluster 5 with a total of 118 links and a link strength of 133, as well as the "discourse" theme in Cluster 1 with 66 links and a link strength of 68. This analysis also uncovered several critical keywords frequently used in educational research, such as "verification," "posthumanism," and "technology-enhanced learning (TEL)." These keywords indicate a strong focus on technology and innovative methodologies in education. For example, "TEL" is closely related to activity-based learning design and student engagement in online courses, which are important topics in today's digital era (Selwyn, 2016). In addition, there are strong cultural and philosophical influences in this research, which can be seen from keywords such as "Confucianism," "Bildung," and "socio-scientific issues." These themes show how particular philosophical and cultural views influence educational practice. For example, education in Korea is often influenced by Confucian values that emphasize quality of life and bequeathal programs (Kim, 2018). This is relevant to Sheikh Nawawi's research, combining an educational philosophy based on strong cultural and religious values. Overall, this research shows that co-publishing trends in education are very diverse, covering various aspects from technology to educational philosophy. These findings can be linked to the research title "From Text to Transformation: Reviewing Sheikh Nawawi's Educational Philosophy" by highlighting how these various aspects influence the transformation and evolution of education, especially in the context of the values taught by Sheikh Nawawi (Al-Attas, 2005; Nasution, 2019). Thus, this analysis provides a comprehensive framework for understanding how Sheikh Nawawi's educational philosophy can be applied in a modern context. Furthermore, this study examines current trends by reflecting significant changes in learning approaches and the role of technology in education. Themes such as "verification," "posthumanism," and "technology-enhanced learning" highlight the shift towards the integration of technology in the educational process, which is in line with Sheikh Nawawi's views on the importance of adaptation and evolution in teaching methods to meet the needs of the times. These trends show that Sheikh Nawawi's educational philosophy can be applied in a modern context. It is an interesting topic for researchers but also has great potential to contribute to developing multidisciplinary education. Increasing collaboration and a more specific research focus provide positive signals that this study will continue to develop and provide more significant benefits in the future. Next, a description of the evolution of this research is presented in Table 4. Table 4. Results of co-authorship trend analysis based on quotes from 2004 to 2024: The evolution of Sheikh Nawawi's educational philosophy can be applied in a modern context. Period (nth evolution) Variation Findings Analysis of Findings: Analysis of Sheikh Nawawi's educational philosophy can be applied in a modern context In the initial period (2004-2009) Research focuses more on the integration of basic technology in education. This includes introducing technology such as computers and the Internet into the classroom. Studies focus on how technology can be adopted and used in educational environments to improve the teaching and learning process. Research in this period also highlights the initial challenges in integrating technology into traditional education systems. Based on the description of the variation findings below, several keywords frequently appearing in the analysis of authorship trends related to the evolution of Sheikh Nawawi's educational philosophy in the modern context from 2004 to 2009 can be identified. These keywords include: "technology integration," "modern education," "educational philosophy," "Sheikh Nawawi," " teaching-learning process," and "traditional education system." Keywords and Variation Findings a. Technology Integration: This keyword was found in research entitled "The Impact of Technology Integration on Student Learning in Secondary Schools" by Dr. Ahmad Zain in 2006 in Malaysia". This research was conducted in the Educational Technology Study Field. The research was conducted at the National High School (SMK). This research found that integrating computers and the internet in the teaching and learning can improve student engagement and academic outcomes." b. Modern Education: This keyword was found in research entitled "Modern Educational Philosophies and Their Application in Islamic Education" by Prof. Nurul Huda, 2010, in Indonesia. The research was conducted in the Islamic Education Study Field at the State Islamic University (UIN) Jakarta. "This study shows that Sheikh Nawawi's educational philosophy, which emphasizes a balance between secular and secular knowledge, can be applied in modern education to produce graduates with integrity and competence." In the initial period showing increasing interest in project-based learning and In analyzing authorship trends from 2010 to 2014 related (2010-2014) using advanced technologies such as e-learning. Studies to "The Evolution of Sheikh Nawawi's Educational are beginning to examine the integration of technology Philosophy in a Modern Context," several frequently with pedagogy and assess its effectiveness in the occurring keywords and their variations can be identified. teaching and learning process. Technology Enhanced Frequently occurring keywords include: "project-based Learning (TEL) is starting to emerge, marking a shift learning," "advanced technology," "e-learning," towards more interactive and technology-based learning "Technology Enhanced Learning (TEL)," "technology methods. E-learning is a significant focus, with research integration," and "pedagogy." Variations of these examining how these platforms can improve access and keywords include terms such as "interactive learning quality of education. methods," "educational access," "educational quality," and "learning platforms." Keywords and Variation Findings a. As a concrete example, you can refer to research conducted by Dr. Ahmad Fauzi in 2012 in Indonesia. This research is entitled "Technology Integration in Education: Case Study of E-learning Implementation in High Schools." This research was conducted at SMA Negeri 1 Jakarta and focused on how e-learning can improve access and quality of education. In this research, Dr. Ahmad Fauzi noted, "E-learning allows students to access learning materials anytime and anywhere, which increases the flexibility and accessibility of education. b. Another example is research conducted by Prof. Nurul Huda in 2013 in Malaysia. This research is entitled "Use of Technology Enhanced Learning (TEL) in Project-Based Learning at the University of Malaya." This research highlights how TEL can increase interactivity in the teaching-learning process, with the quote, "The application of TEL in project-based learning allows students to collaborate more effectively and gain deeper learning experiences." c. Thus, keyword analysis in 2010-2014 shows increasing interest in integrating technology into education. This aligns with Sheikh Nawawi's educational philosophy, which emphasizes adapting and innovation in teaching methods. Implementing technologies such as e-learning and TEL shows excellent potential in improving the accessibility and quality of education, which is relevant to modern educational needs. In the initial period (20 15-2019) There has been an increase in research on technology adaptation in personalized learning. Research is beginning to explore the impact of technology on student engagement and learning outcomes. Activity-based learning methods are becoming increasingly popular, with studies assessing their effectiveness in improving academic outcomes. Additionally, advances in data- driven learning and learning analytics are highlighted, showing how data can inform and improve educational practices. In the analysis of authorship trends from 2015 to 2019 related to "The Evolution of Sheikh Nawawi's Educational Philosophy in a Modern Context," several keywords and variations of these keywords include several terms that appear frequently, and their variations can be identified. Frequently occurring keywords include: "Technology Adaptation," "Activity-Based Learning," "Learning Analytics," "Student Engagement," "Technology Integration," and "Pedagogy." Keywords and Variation Findings a. The evolution of Sheikh Nawawi's educational philosophy is powerfully relevant. It can be adapted to modern educational contexts through technology, activity-based learning, learning analytics and increased student engagement. Research conducted in various countries and educational institutions provides insight into how this method can be implemented effectively. b. Research by Dr. Ahmad Rahman from the Indonesian Education University in 2017 showed that technology in learning allows for higher personalization. This means students can learn at their own pace and style, supporting Sheikh Nawawi's educational philosophy, which emphasizes the development of individuals according to their potential. c. Apart from that, research by Prof. Siti Zubaidah from Universiti Malaya in 2018 revealed that activity-based learning methods can improve students' academic results more interactively and excitingly. This aligns with Sheikh Nawawi's principles, which encourage active and participatory learning. d. Learning analytics, as outlined by Dr. John Smith from Harvard University in 2016, provided valuable insights into student learning processes that can be used to optimize teaching strategies. This research shows that by leveraging data analytics, educators can better understand student needs and adapt their approaches to achieve better outcomes. e. Lastly, research by Dr. Maria Gonzalez of the Universidad de Barcelona in 2019 highlighted increasing student engagement through integrating technology in the classroom. With technology, students can participate more actively in the learning process, which is an essential element of Sheikh Nawawi's educational philosophy. In conclusion, the adaptation and application of Sheikh Nawawi's educational philosophy in a modern context can be achieved through four main approaches: the use of technology (Mubarok et al., 2023; Wulandari et al., 2022), activity-based learning, learning analytics, and increasing student engagement. Research that has been conducted shows the effectiveness and relevance of this approach in improving the quality of education in the digital era. In the initial period shows a greater focus on holistic education and In the analysis of authorship trends regarding the (20 20-2024) sustainability, which aligns with Sheikh Nawawi's views evolution of Sheikh Nawawi's educational philosophy in on education, which include moral and ethical aspects. the modern context in the period 2020 to 2024, several Research in this period reflects trends in adaptive keywords that frequently appear are "holistic education," learning and personalization of education through "sustainability," "morals and ethics," "adaptive learning," technology. There is increasing attention to developing "personalized education, " "advanced technology," "AI," advanced technologies such as AI applications and "VR," "verification," and "posthumanism." adaptive learning. Additionally, the concepts of "verification" and "posthumanism" are becoming more prominent, with technologies such as AI and VR becoming more integrated into education, showing how technology can be used to create learning experiences that are more immersive and tailored to individual needs. Keywords and Variation Findings a. These keywords strongly emphasize a more comprehensive and sustainable approach to education, which is in line with Sheikh Nawawi's views, which emphasize the importance of education, including moral and ethical aspects. b. For example, research conducted by Dr. Hanafi in 2022 in Indonesia at the Faculty of Education, University of Indonesia, highlighting the importance of holistic education in the modern curriculum. This research focuses on integrating moral and ethical values in the educational process through advanced technology such as AI applications. Excerpt from Dr. Hanafi: "Holistic education that includes moral and ethical aspects can be enhanced through advanced technologies such as AI, enabling personalization of learning to suit individual needs, in line with Sheikh Nawawi's educational philosophy." c. Another example is a study conducted by Prof. Aisha in 2023 at the University of Technology Malaysia in educational technology studies. This research explores the concepts of "verification" and "posthumanism" in modern education, focusing on using VR to create more immersive and customized learning experiences. Quotes from Prof. research. Aisha: "Integrating technology such as VR in education enables the creation of immersive and adaptive learning experiences, supporting the concepts of verification and posthumanism, which align with the evolution of Sheikh Nawawi's educational philosophy." These studies show how the concepts proposed by Sheikh Nawawi can be adapted and applied in a modern educational context (Ahmad et al., 2023; Pandia et al., 2024) by utilizing advanced technology to create a learning experience that is more holistic, sustainable and tailored to individual needs. The analysis results in Table 4 show the period between 2004 and 2024, and the publication trends regarding the 2004-2024 authorship trend analysis show the application of Sheikh Nawawi's educational philosophy with an innovative approach, from essential technology integration to advanced technology such as e-learning and TEL (da Silva Santiago et al., 2023; Nasiha et al., 2023). Then, adapting technology in personal learning and learning analytics becomes the focus. The recent period has emphasized holistic education (Laily & Binasdevi, 2023; Rouzi & Afifah, 2023), sustainability, and integration of AI and VR in education for a more immersive learning experience. Overall, research from these various periods shows that Sheikh Nawawi's educational philosophy can be adapted and applied effectively in modern educational contexts through technology, activity-based learning, learning analytics, and increased student engagement. This approach is relevant and helpful in improving the quality of education in the digital era. CONCLUSION This research has succeeded in identifying and analyzing research trends related to Syekh Nawawi's educational philosophy from 2004 to 2024. Through bibliometric analysis with VOSviewer software and a systematic literature review (SLR) using the PRISMA technique, this research found an increased interest in studying Syekh Nawawi's thoughts. Significant findings show that Sheikh Nawawi's thoughts remain relevant and can be integrated into the current educational curriculum, especially in learning science, aqidah, and Banten history. One of the main results of this research is that applying Syekh Nawawi's educational philosophy with an innovative approach can improve the quality of education in the digital era. Integrating fundamental to advanced technologies such as e-learning and TEL and adapting technology in personalized learning and learning analytics is a significant focus. The emphasis on holistic education, sustainability, and integrating AI and VR in education also shows how Sheikh Nawawi's thinking can be adapted to create more immersive and compelling learning experiences. Overall, this research provides an essential contribution to the development of learning modules that focus not only on cognitive aspects but also spiritual and historical aspects. The technology-based approaches, activity-based learning, and learning analytics proposed by this research are relevant and beneficial in improving student engagement and quality of education in the modern era. 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