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All Journal Al-hikmah : International Journal of Islamic Studies
Siti Nurhayati
Institut Ahmad Dahlan Probolinggo
Religion Humanities Education Environmental Science Other

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The Integration Of Reason And Revelation In Islamic Educational Philosophy As The Epistemological Foundation Of Islamic Education Siti Nurhayati; Weny Alpina; Rizka Putri Susilo Ningrum; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/et3c7q04

Abstract

This study aims to examine the integration of reason and revelation in Islamic educational philosophy as the epistemological foundation of Islamic education. This inquiry is motivated by the tendency of modern education to separate rationality from transcendental values, a condition that potentially leads to moral and spiritual crises. This research employs a qualitative approach using a library research design. The data are derived from primary and secondary sources, including the Qur’an, hadith, as well as classical and contemporary works relevant to Islamic educational philosophy. Data analysis is conducted through descriptive-analytical and interpretative methods. The findings indicate that reason and revelation in Islam maintain an integrative and complementary relationship. Reason functions as a rational instrument for understanding and developing knowledge, while revelation serves as a source of normative truth that guides and regulates the operation of reason. The integration of reason and revelation rejects the dichotomy between religious and secular sciences and affirms that all knowledge ultimately originates from Allah SWT. This study concludes that the integration of reason and revelation constitutes an essential epistemological foundation in Islamic education for the formation of insān kāmil, characterised by a balanced development of intellectual, spiritual, and moral dimensions.  
Integration Of Epistemology And Axiology In Islamic Education In The Qur’an: A Thematic Study Of Qs. Al-‘Alaq And Qs. Luqman Siti Nurhayati; Weny Alpina; Rizka Putri Susilo Ningrum; Benny Prasetiya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/zjznrf54

Abstract

This study examines QS Al-‘Alaq (1–5) and QS Luqmān (12–19) to formulate the objectives of Islamic education, reinforced by the perspectives of al-Ghazālī, Ibn Sīnā, Ibn Khaldūn, and Ibn Miskawaih. Using library research and thematic analysis of Qur’anic verses, classical works, and recent studies, it identifies epistemological and axiological foundations of Islamic education. QS Al-‘Alaq establishes an epistemological basis through the command iqra’, affirming Allah as the ultimate source of knowledge and encouraging intellectual and literacy development. QS Luqmān provides an axiological framework emphasizing wisdom, moral character, social responsibility, and ethical guidance. Classical scholars further strengthen this integration: al-Ghazālī stresses purification of the soul and unity of knowledge and action; Ibn Sīnā highlights holistic human development; Ibn Khaldūn underscores social formation; and Ibn Miskawaih focuses on moral training. The study concludes that Islamic education must adopt an integrative approach uniting spiritual, intellectual, moral, and social dimensions to form faithful, knowledgeable, and virtuous individuals.
Integrating Wasathiyah into the Islamic Education Curriculum through Teacher Mediation and Madrasah Culture Siti Nurhayati; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/evk0np95

Abstract

Religious moderation in Islamic education requires attention to how institutional commitments are translated into learning and everyday relationships. This study examines how educational actors at MA Nurul Muhajirin Berau describe the integration of wasathiyah into the Islamic education curriculum, with particular attention to teacher mediation, the hidden curriculum, and students’ encounters with differences. A descriptive qualitative design was employed. Interviews conducted on 24 September 2026 involved the head of the madrasah, the deputy head for curriculum, an Islamic education teacher, and Grade XI students. Documented interview responses were analysed thematically and compared across participant roles. The findings identify two interrelated pathways: explicit engagement with moderation through religious subject matter and implicit learning through teacher conduct, communal routines, and extracurricular interaction. Fikih learning was described as an important setting for introducing adab al-ikhtilaf, in which students were encouraged to consider reasons for different opinions and avoid personal hostility. The accounts also indicate dependence on educator consistency and challenges associated with religious information encountered online. The study proposes an interpretive framework linking institutional orientation, pedagogical mediation, and reported student experience. Its contribution lies in explaining their relationship while distinguishing opportunities for practising moderation from evidence of sustained internalisation. Strengthening wasathiyah therefore requires clearer curricular articulation, reflective dialogue, and assessment attentive to students’ reasoning and conduct. The findings remain context-bound and do not establish behavioural change or programme effectiveness.
Co-Authors Benny Prasetiya Khoiriyah Rizka Putri Susilo Ningrum Weny Alpina