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All Journal Islamic Studies in the World Al-hikmah : International Journal of Islamic Studies
Weny Alpina
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.
Internalizing Qur’anic Tolerance through Al-Kafirun 6 and Al-Baqarah 256 to Shape Students’ Religious Moderation Weny Alpina; Amir Raza; Roya Zahir
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3223

Abstract

Background. Religious diversity in contemporary societies, particularly in Indonesia, presents challenges related to intolerance, exclusivist religious interpretations, and identity-based tensions among students. Islamic educational institutions play a strategic role in addressing these challenges by internalizing Qur’anic values that promote tolerance and religious moderation. Purpose. This study aims to explore how Qur’anic values of tolerance derived from Al-Kafirun verse 6 and Al-Baqarah verse 256 are internalized in shaping students’ religious moderation at SMK Muhammadiyah Berau. Method. This research employed a qualitative case study design. Data were collected through in-depth interviews, classroom and school observations, and document analysis involving Islamic education teachers, school leaders, and students. The data were analysed using an interactive qualitative model consisting of data reduction, data display, and conclusion drawing. Results. The findings reveal that the internalization of Qur’anic tolerance operates through the integration of institutional policies, pedagogical practices, and students’ lived experiences. Qur’anic values are embedded in school regulations, dialogical teaching approaches, character education programs, and daily social interactions. Supporting factors include strong school leadership, inclusive school culture, and teacher role modeling, while challenges arise from external influences such as social media and diverse family backgrounds. Conclusion. The study demonstrates that consistent and inclusive internalization of Qur’anic teachings effectively fosters students’ religious moderation without weakening Islamic identity. These findings highlight the importance of integrating Qur’anic values into school culture and pedagogy as a strategic approach to promoting social harmony in pluralistic educational contexts.
Co-Authors Amir Raza Benny Prasetiya Khoiriyah Rizka Putri Susilo Ningrum Roya Zahir Siti Nurhayati