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All Journal MUMTAZ: Jurnal Pendidikan Agama Islam Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Muhlisin
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media

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Synthesis of islamic epistemology "bayani, burhani, and irfani" as a foundation for the development of contemporary scientific integration Mohammad Syaifuddin; Muhlisin; Slamet Untung; Amat Zuhri; Nur Khikmah; Thoyibah; Arditya Prayogi
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.65

Abstract

The crisis of modern science, characterized by the fragmentation of knowledge and the separation of scientific inquiry from ethical and spiritual values, has intensified the need to revisit Islamic epistemology as an integrative framework of knowledge. This study aims to examine the characteristics and dialectical relationships of the three major paradigms of Islamic epistemology, namely bayani, burhani, and irfani, as the foundation for developing a holistic scientific worldview grounded in tawḥīd al-‘ilm. This research employed a qualitative philosophical approach using conceptual, historical, and comparative analyses of classical and contemporary Islamic intellectual works, particularly those of al-Jabiri, al-Farabi, Ibn Sina, alGhazali, Suhrawardi, al-Attas, and Seyyed Hossein Nasr. The findings indicate that bayani represents revelation-based textual rationality, burhani emphasizes logical and empirical reasoning, while irfani highlights spiritual intuition and inner illumination as pathways to attaining truth. The study further reveals that these three epistemological paradigms are not contradictory but complementary and mutually reinforcing within the Islamic intellectual tradition. Their synthesis forms a comprehensive epistemological framework capable of integrating revelation, rationality, and spirituality into a unified system of knowledge. The study concludes that the integration of bayani, burhani, and irfani offers an alternative paradigm for reconstructing contemporary science that is intellectually rigorous, ethically grounded, and spiritually oriented, thereby contributing to the development of a more humane and value-based scientific civilization.
Integration of Environmental Stewardship Issues in Islamic Education Curriculum: an Ecotheological Review with a Humanist Paradigm Rofiqotul Aini; Muhlisin; Moh. Sugeng Sholehuddin; Fatah Syukur; Muhammad Fikri bin Zubaidi
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i1.3610

Abstract

Various challenges arising from globalization and the ecological crisis confront Islamic education in the modern era. These conditions have raised fundamental concerns about the relevance of the Islamic education curriculum, which tends to remain normative and textual in orientation, exhibits limited integration of ecological values, and is insufficiently responsive to contemporary humanitarian and global environmental issues. This article aims to analyze the integration of Islamic education curriculum with environmental stewardship issue based on ecotheology within humanist paradigm. This study used a library research method with a Systematic Literature Review (SLR) approach. The review followed the PRISMA 2020 guidelines to systematically identify, screen, assess, and select relevant literature from scholarly books and articles in journals with keys the Islamic education curriculum, ecotheology, environmental stewardship, and humanist paradigm. The selected literature was analyzed using content analysis to identify, interpret, and synthesize the principal themes and key findings. The findings indicate that integrating environmental stewardship issues into the Islamic curriculum through the implementation of ecotheological values, such as tauhid, khalīfah fil ard, amanah, tawazun, and Islam rahmatan lil alamin, can foster Islamic education curriculum that is adaptive, contextual, and future-oriented. Furthermore, this study confirms that curriculum design integrating ecotheological values within a humanistic paradigm significantly strengthens faith-based ecological awareness, develops humanistic character, and internalizes sustainability values in students' behavior.
Co-Authors Amat Zuhri Arditya Prayogi Fatah Syukur Moh. Sugeng Sholehuddin Mohammad Syaifuddin Muhammad Fikri bin Zubaidi Nur Khikmah Rofiqotul Aini Slamet Untung Thoyibah