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Abdul Haris
STAI Nahdlatul Wathan Samawa Sumbawa Besar, NTB, Indonesia

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Formulation of Islamic Educational Thought: An Approach and Literature Review in Islamic Educational Practice Abdul Haris Rasyidi; Ulyan Nasri; Ayatullah; Abdul Haris
Journal of Islamic Religious Studies Vol. 2 No. 2 (2025): May
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jirs.v2i2.105

Abstract

This study examines the models of thought in Islamic education that developed in the course of Islamic intellectual history. Three main approaches are analyzed, namely: (1) the conservative school (al-Muhāfiẓ) represented by al-Ghazālī, with a focus on text-based education (naqli) and metaphysical dimensions; (2) the religious-rational school (al-Dīniy al-‘Aqlāniy) as depicted in the thoughts of the Ikhwān al-Ṣafā which emphasizes the balance between revelation and reason; and (3) the pragmatic school (al-Dzarā’i‘iy) pioneered by Ibn Khaldūn, which emphasizes the historical and sociological approach in education. The method used is a literature review with a critical examination of relevant primary and secondary sources. The results of the study show that each school has a distinctive epistemological foundation whether based on sacred texts, rationality, or empirical reality which forms a holistic conceptual framework for Islamic education. These findings contribute to the development of contemporary Islamic education curriculum by considering the integration between text, reason, and context.
Co-Authors Abdul Haris Rasyidi Ayatullah Ulyan Nasri